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Research Title: MULTIGRADE TEACHERS COMPETENCIES OF DATAL

BASAK IP INTEGRATED SCHOOL: BASIS FOR
PROFESSIONAL DEVELOPMENT PLAN

Research Proponent: NORFA A. MONAWAL

VIC B. SALINAS

RAMIL Z. CAWATIL

Position: TEACHER I

Division: SARANGANI

District: WEST MAASIM

School: DATAL BASAK IP SCHOOL

Research Category: POSTER PRESENTATION

Research Theme/Strand: HUMAN RESOURCE DEVELOPMENT

ABSTRACT

This study aims to determine the different teaching strategies used by the

teachers in multi-grade classes. Specifically, this study seeks to answer the following

questions: What are the strategies employed by the multi-grade teachers? What are

the best practices in the teaching strategies of multi-grade teachers? What are the

areas for improvement in terms of teaching strategies of multi-grade teachers? This

study was conducted to determine the teaching strategies employed by the teachers

in the multi-grade classes at Datal Basak IP Integrated School, West Maasim

District, Sarangani Division, S.Y 2017-2018. Using the STAR and SCOPE class

observation tool, the researcher will observe classes to identify the best practices of

MG teacher in terms of teaching strategies and areas that need to be improve. In

the multi grade classes it was observed that the MG teachers employed different

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teaching strategies such as; Using of teaching hooks, constructivist instruction

through differentiated instruction, Indigenized and localized Instructional materials,

Problem based learning through Higher Order Thinking Skills and enabling

questions, think-pair-share and group activities. Multi grade teachers shows best

practices in using shifting in teaching, their ability to transfer and facilitate learning

from one grade level to another. Also, the integration of the Differentiated Instruction

in the teaching-learning process, addressing the different multiple intelligences of the

learners. Teachers has a problem in managing the allocated time per subject area.

Teachers has a problem in constructing and delivering the HOTS or enabling

questions to the class.

ACKNOWLEDGEMENT

The researches would like to express deepest gratitude to our school head,

Edward Ryan F. Gulam for the pearls of wisdoms during the conduct of this study.

To our beloved family and friends, you should know that your support and

encouragement was worth more than we can express on this paper.

To God be the Glory.

CONTEXT AND RATIONALE

The 21st Century learners enter classrooms with different aptitudes, level of

readiness, learning styles, and interests making it more challenging for teachers to

cope up with the trend. Learners demonstrate a different level of learning abilities,

with different learning styles and learning preferences that need to be addressed to

meet their unique needs (Bender, 2012). The diverse learning characteristics

exhibited by learners in today make it necessary for teachers to innovate a variety of

activities in their classes (Bender, 2012). Consequently, teachers need to be

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innovative on how learning opportunities are offered to the learners by modifying its

content, process and product, and making it suited to all types of learners. Variation

of strategies by using a variety of techniques and instructional materials to assist the

learners to have successful learning experiences is one way of addressing it.

Learners may have differing preferences when it comes to learning but not

only that - learners in the classroom maybe gifted or underachiever (Adams &

Hamm, 2008). In some respects, gifted children are just like everyone else and very

different in other (Lovecky, 2003).  They process information analytically and they

tend to work in quiet and bright light and hate being interrupted (Reid, 2005).  On the

other side, underachievers thirst for mobility at frequent intervals. These differences

should also be considered (Gregory and Chapman, 2012). These differences may

sound rather broad, but by applying effective methods of differentiation, it is possible

to cater for quite wide variations between learners.

According to Salandanan (2006) the main aim of teaching is to make

students learn effectively and efficiently. For doing so, a teacher has to do several

activities such as plan properly, provide effective instruction and evaluate the

learning using appropriate method and techniques. That means a teacher has to

perform a host of activities inside and outside the classroom.

In a multi-grade class setup, it is more challenging for a teacher to address

the different needs of the learners. Teachers are not only teaching one grade level,

some are handling two or more grade levels. Considering the individual differences

of the learners, it is very difficult on the part of the teachers to follow and teach the

prescribed K-12 learning competencies. With this, this study will be conducted to

know the different strategies employed by the multi grade teachers in Datal Basak IP

Integrated School in the Division of Sarangani.

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INNOVATION, INTERVENTION & STRATEGY

Based on the result of the study, the researchers propose a professional

development plan for multigrade teachers. It aims to address the different problems

encountered by the teachers during the conduct of the actual mutligrade classes in

Datal Basak IP School.

ACTION RESEARCH QUESTIONS

This study aims to determine the different teaching strategies used by the

teachers in multi-grade classes.

Specifically, this study seeks to answer the following questions:

1. What are the strategies employed by the multi-grade teachers?

2. What are the best practices in the teaching strategies of multi-grade

teachers?

3. What are the areas for improvement in terms of teaching strategies of multi-

grade teachers?

4. Based on the result, what intervention can be develop?

I A. Experiences of Teachers in Teaching multi grade classes

N B. Teaching strategies
P C. Best practices
D. Problem encountered
U
T

P
R
O A. Data Gathering Tool
1. Questionnaire and Interview
C B. Data Analysis and Interpretation
E 1. Mean Score for Statistical Treatment
S
S
O 4
U
T Professional Development Plan for Multigrade
P Teachers of Datal Basak IP School
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RESEARCH METHODOLOGY

Research Design

This study utilized the research and development method of research. It

developed a Professional Development Plan for Multigrade Teachers of Datal Basak

IP Integrated School.

Research Locale

This study was conducted at Datal Basak IP Integrated School, West Maasim

District, Divison of Sarangani. One of the schools in the division recognized by the

DepEd Regional Office XII as implementer of multigrade classes.

Research Respondents and Sampling Technique

The respondents of this study were the three teachers of Datal Basak IP

Integrated School who are teaching in the multigrade classes. They were chosen

purposively by the researcher.

Data Gathering Procedure

To gather the necessary data, the researchers observed classes of the

multigrade teachers. Before the schedule of observation of classes, the researchers

gave a pre conference to the multigrade teachers to explain the purpose of the

study and schedule a date for class observation. After the observation of classes, a

post conference was conducted to give feedbacks on the teaching performance of

the teachers.

Research Instrument

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To gather the needed data, the researcher will use the standard STAR and

SCOPE class observation tool.

Research Analysis

A documentary analysis will be made on the STAR and SCOPE class

observation tool to identify the different treaching stategies of the multi grade

teachers and interview.

Documentary Analysis and Interview

Locale
Datal Basak IP Integrated School,
Maasim Sarangani Province

Problems Respondents
3 Regular/Permanent Teachers
MG teaching
strategies and
problem encounteres Research Instrument

STAR and SCOPE

Professional Development Plan for Multi Grade Teachers

of Datal Basak IP Integrated School

Figure 2. Research Design

RESULTS AND DISCUSSIONS

What are the strategies employed by the multi-grade teachers?

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Datal Basak IP School has two multi grade teachers; they are teaching grade

III and IV, and Grade V and VI. The setup for multi grade classes was half of the

area of the room was occupied by one grade level and the other was occupied by

another grade level.

Before the start of the lesson, the teacher presented the different lesson

objectives to the class in the same subject. Both teachers started their lesson on

storytelling, after she group the one grade level learners into three and give an

activity using the teaching hooks, teaching hooks is a prepared activity sheets with

detailed instruction written. She instructed the learners to work silently on the activity

given while the teacher attended the other grade level.

Based on the observation of the researcher, it was observed that the multi

grade teachers used: Activity cards/ sheets to one grade level while she attended

that other grade level. This was evident when the teacher distributed the prepared

teaching hooks for learners. It is associated with group activities, when learners are

expected to work on the activity given by the teacher within their group. It also

addresses the different multiple intelligence of the learners since the activities written

were, composed a jingle, songs/poem, drawing and dancing, acting, etc.

Constructivist Instruction; teachers encourages students to construct

hypotheses, make decisions, and discover principles by themselves. Throwing of

HOTS questions to all learners was seen by the researcher inside the multi grade

classes, though there are instances that the teacher rephrase or “spoon feed”

answers to some HOTS questions in order that the learners will be able to answer

the questions. Also the strategies consumed much time because there are learners

who answered out of the context topic.

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Multi grade teachers are also using charts and diagram, since the school

setting is in far flung area and there is no source of electricity in the school

community. By showing pictures to the class, learners’ will be able to relate on the

topic discussed by the multi grade teachers. This charts are prepared by the

teachers during weekend before the will go to school every Sunday afternoon or

early Monday morning. Teachers will stay on the school until Friday afternoon.

Majority of the learners are T’boli, and only few are exposed to the urban

area. Teachers are encouraged to contextualize and indigenized the class

instructional materials. This was observed during the class demonstration of the

multi grade teachers. All topics and examples in the lesson were set on the local

settings. With this, all learners will be able to relate on the discussed lesson and can

share their ideas on the specific topic.

Problem based learning; this strategy promotes critical thinking by presenting

students with interesting and puzzling problems to solve. Think-pair-share was also

observed in the multi grade classes since teachers have a limited time of the class

discussion. MG teacher will pair the fast learner to moderate/slow learner. Each pair

will be given an activity / problem and they will discuss it by pair and comes up with

their final answer and present it in class on a given period of time.

Most of the activities on the multi grade classes are in pair or group activity

since the teacher has limited time to attend/ join

What are the best practices in the teaching strategies of multi-grade teachers?

One of the best practices of a multi grade classes is the ability of the teachers

to used the “SHIFTING”. Shifting is the transfer of teacher from one grade level to

another. The ability of the teacher was tested on how she/he will be able to facilitate

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the classes they are handling. As observed by the researcher, the teachers handling

multi grade classes in Datal Basak IP School are practicing the shifting. Teacher are

handling two different grade level in one classroom, while teachers are having

lecture to one grade level, the other grade level are doing some group/pair activities.

When the teacher is done on the discussion on one grade level, he/she will

immediately give an activity to the learners. Then the teacher will now move to the

other grade level, they will check the given activities using rubrics then proceed to

the lesson discussion. After the discussion, she will leave another task/ activities,

and teacher will go back to the first grade level check and given activities.

Differentiated Instruction is extracted in a multi grade classes. Teacher must

see to it that despite of their class setup, they will be able to cater the different kind

of learners. This differentiated instruction is anchored on the theory of Howard

Gardner about Multiple Intelligence. This differentiated instruction was observed by

the researcher through the teaching hooks provided by the MG teachers during the

class activities. This teaching hooks was developed by the school head and teachers

during their School Learning Action Cell (SLAC) session. Since there is a scarcity of

teachers’ time on during the class discussion, these teaching hooks will supplement

the lesson since it was aligned on the lesson competencies. It is incorporated on the

group activities; every learner has a different role to do depending on their interest.

During the conduct of the class observation it is evident that during group

presentation it was observed that each member has a different task performed.

Some learners are presenting the poster, and some are explaining their outputs,

then other are performing like acting and singing. Moreover, the teacher questioning

technique plays a vital role on the differentiated instruction. Integration of HOTS or

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enabling questions can be a basis on identifying what kind of learners you have

inside the classroom.

What are the areas for improvement in terms of teaching strategies of multi-

grade teachers?

During the class observation of the multi grade classes in Datal Basak IP

School, it was observed that both MG teachers did not finish their lesson on the

allocated time. This is due to over spending of time during the group preparation and

presentation. It is a great challenge for the MG teacher to maximize the allocated

time in order to cope up with the daily lesson competencies prescribed by the

department of education. Teaching hooks is designed to lessen the preparation of

teachers to group activities, it is intended for 7-10 minutes activity.

Moreover, there is a problem in terms of teachers ability to deliver a HOTS or

enabling question. According to the interview during the post conference of the

teachers they said that they are sometime hesitant to throw enabling question to

learners because they presume that the learners will not able to answet the HOTS

questions. Sometimes teacher tend to rephrade the HOTS to LOTS questions so

that learners will be able to answer it. Spoon feeding or giving clues to questions was

also observed by the researcher during the conduct of MG class observation.

REFLECTION

In the multi grade classes it was observed that the MG teachers employed

different teaching strategies such as; Using of teaching hooks, constructivist

instruction through differentiated instruction, Indigenized and localized Instructional

materials, Problem based learning through Higher Order Thinking Skills and enabling

questions, think-pair-share and group activities. Multi grade teachers shows best

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practices in using shifting in teaching, their ability to transfer and facilitate learning

from one grade level to another. Also, the integration of the Differentiated Instruction

in the teaching-learning process, addressing the different multiple intelligences of the

learners. Teachers has a problem in managing the allocated time per subject area.

Teachers has a problem in constructing and delivering the HOTS or enabling

questions to the class.

REFERENCES

Adler, A. (1956). The Individual Psychology of Alfred Adler. H. L. Ansbacher and R.

R. Ansbacher (Eds.). New York: Harper Torchbooks.

Anderson, K. M. (2007). Tips for teaching Differentiating instruction to include all

students. Preventing School Failure, 51(3), 49-54.

Baguios, Jr. Z. P. (2009). Differentiated Instruction (DCI) and its effect to the
Reading and Writing skills of the Grade Six Pupils of DOLE Philippines
School (DPS).

Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing,

critical thinking, and active learning in the classroom. John Wiley & Sons.

Beecher, M., & Sweeny, S. M. (2008). Closing the achievement gap with curriculum
enrichment and differentiation: One school’s story. Journal of Advanced
Academics, 19(3), 502-503.

Bender, W. N. (2012). Differentiating instruction for students with learning disabilities:

New best practices for general and special educators (3rd Edition). Thousand
Oaks, CA: Crowin.

Chamberlin, M., & Powers, R. (2010). The promise of differentiated instruction for
enhancing the mathematical understandings of college students. Teaching
Mathematics and Its Applications, 29(3), 113-139.

Madres, B. M. C. (2011). Differentiated Classroom Instruction (DCI) and its effect on

the Academic Performance in Science of the Grade 3 Pupils of DOLE
Philippines School (DPS).

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Mastropieri, M. A., Scruggs, T. E., Norland, J., Berkely, S., McDuffie, K., Tornquist,
E. H., & Conners, N. (2006). Differentiated curriculum enhancements in
inclusive middle school science: Effects on classroom and high-stakes tests.
Journal of Special Education, 40, 130-137.

Maslow, A. H. (1943).A Theory of Human Motivation. Psychological Review, 50, 370-

96.

Ornstein, A. (1990). Strategies of Effective Teaching. Englewood Cliffs, N.J.,

Prentice hall.

Piaget, J. (1952). The Origins of Intelligence in Children. International Universities

Press, Inc., New York.

Pham, H. L. (2012). Differentiated instruction and the need to integrate teaching and
practice. Journal of College Teaching & Learning, 9(1), 13-20

Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing
tools for an effective classroom. Education, 130(2), 241-250

Ramsden, P. (2003). Learning to teach in higher education. Routledge.

Richards, M. & Omdal, S. (2007). Effects of tiered instruction on academic

performance in a secondary science course. Journal of Advanced Academics.
18, 424-453.

Roberts, J. (2008). Strategies for differentiating instruction: Best practices for the

classroom. Sourcebooks, Inc.

Rock, M. L., Gregg, M., Ellis, E. & Gable, R. A. (2008). REACH: A framework for
differentiating classroom instruction. Preventing School Failure, 52(2), 31-47.

Rogers, C. R. (1946). Significant aspects of client-centered therapy. American

Psychologist 1, 415-422.

Salandanan, G.G. (2006). Principles and Methods of Effective Teaching.Quezon

City: Phoenix Publishing House Inc.

Schmoker, M. (2010). When pedagogic fads trump priorities. Retrieved

from:http://www.edweek.org/ew/articles/2010/09/29/05/schmoker.h30.html

Simpkins, P., Masteropieri, M., & Scruggs, T. (2009). Differentiated curriculum

enhancements in high inclusive fifth-grade science class. Remedial and
Special Education, 30, 300-308.

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Servilio, K. L., (2009). You get to choose! Motivating students to read through
differentiated instruction. Teaching Exceptional Children Plus, 5(5), 2-11.

Thorndike, E. L. (1932). The fundamentals of learning. New York: Teachers College

Press.

Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all

learners. Ascd.

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Table 3

PROFESSIONAL DEVELOPMENT PLAN FOR MULTIGRADE TEACHERS IN DATAL BASAK IP INTEGRATED SCHOOL

Date and
Duration Human Financial
Activities or Material and Other
TOPIC (Beginning Resource Resources Indicator of Success
Projects Resources Needed
and Ending Needed Needed
Dates)
Roles and Conduct a 2 and 4th
nd
School Heads 1,000.00 will be Laptop, Hand-outs At the end of July 2018,
Behavior s of SLAC Session Friday of the and other taken from the and other office 100% of the MG teachers
Facilitative on roles and month of July teacher School MOOE supplies in Datal Basak IP School
Teacher in a behaviors of assigned as shall have been oriented
Multigrade Facilitative July 13 and 27, speakers who and trained on roles and
settings Teachers 2018 will share behaviors of facilitative
through about the teacher. MOV’s are
workshop and concept. certificated and pictorials.
discussion
Enhancing Conduct June 7-9, 2018 Invite 10,000.00 will be Laptop, Printer, 100% of the MG teachers
Questioning seminar Resource taken from MOOE Papers, and other shall have been trained
and Active workshop on Speakers and solicitation office supplies on the seminar workshop.
Learning Skills Enhancing from internal and
for Effective question and external
Teaching active learning stakeholders
skills. 100 lesson plans shall
have been created by the
teachers at the end of
Create a June – October All Teachers October 2018. During the
lesson plan 2018 MPRE it will be check by
with the the School Head
integration of
enabling By the mid year and end

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questions of the school, 100% of

the MG teachers daily
journal shall have been
agreed between the
school head and teachers
to make it as part of their
Make an reflection of the lesson
agreement to June 2018 – All Teachers plan.
the teachers to March 2019
make a journal
regarding their
experience of
active learning
inside the
classroom. As
part of their
daily reflection
in teaching.
(This journal
will be not be
required unless
there is an
agreement
between the
school head
and teachers

Teaching Style Conduct a 2nd week and School Heads 1,000 will be taken Laptop, Printer, 100% of the teachers
and Teaching SLAC session 4th week of and other from the school Papers, and other shall have been attended
Techniques on teaching August teacher MOOE office supplies and trained on the SLAC
style and assigned as session. Teacher shall be
techniques August 10 and speakers who able to identify their

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24, 2018 will share teaching styles and

. about the appropriate teaching
concept. techniques suited to their
classroom settings
through the reflection
made to be included in
their portfolios
HOTS Conduct July 6, 2018 All Teachers 3, 000 will be taken Laptop, Printer, 100% of the teachers
Questioning School-based from the school Papers, and other shall have been able to
training about MOOE office supplies produce 6 monthly
the HOTS summative test for 1st and
questionning 2nd quarter in each
- -Produce 6 subjects they are
summative teaching employing the
test monthly HOTS using RBT and the
per quarter to end of October (MPRE)
all subjects
using the
HOTS
Designing Conduct September 7- All teachers 3,000 will be taken Laptop, Printer, 100% of the teachers
Classroom school-based 8, 2018 from school MOOE Papers, and other shall have been trained
Activities training and and stakeholders office supplies on how to integrate M.I in
Based on M.I writeshop on teaching. Teachers shall
the develop of produce 3 sets of
teaching hooks teaching hooks per
(activity sheets subject at the end of the
integrating M.I school year
that serve as
supplemental
activities in the
lesson plan)
Teaching with Conduct SLAC September 14 All teachers 1000 will taken Laptop, Printer, 100% of the teachers

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Multiple session about and 28, 2018 from MOOE Papers, and other shall have been trained
Intelligences Teaching with office supplies about teaching with M.I
Multiple and shall produce 2
Intelligences lesson plan per subject at
and produce 2 the end of the October.
lesson plan per (MPRE)
subject
employing M.I

Prepared by:

NORFA A. MONAWAL VIC B. SALINAS RAMIL Z. CAWATIL

Researcher Researcher Researcher

Noted by:

EDWARD RYAN F. GULAM

School Head

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