Multigrade

Teaching
PREPARED BY:
MR. KENT E. GARCIA, LPT
 What is
multigrade?
 Multigrade teaching involves
teaching multiple grade levels with
mix-ages, diverse backgrounds, and
different grade levels and abilities
placed in one classroom.
 Multigrade Teaching
• It can be one or more than five grade
levels in a classroom. The teacher will
teach all grade levels at the same time.

• The multigrade classroom was organized

because of a lack of teachers, an
inadequate number of enrolled students to
form a grade class, and a lack of building
and funds.
 Multigrade Teaching
• Multigrade schools are those schools which
have classes that combine students of different
ages and abilities in one (1) classroom.

• In the Philippine public school system classes

with two or more grade levels in one
classroom with one teacher are called
multigrade classes. Multigrade classes can also
be called multi- level classes.
 Multigrade Teaching
• A multigrade classroom is made up of
children with different skills and abilities,
different developmental levels and needs,
learning and working together under the
guidance and supervision of one teacher.

• There may also be adults who assist the

teacher if the teacher is able to mobilize parent
or community involvement.
 Multigrade Teaching
• Multigrade teaching
involves a set of educational
strategies and techniques
that will enable a teacher to
provide effective instruction
to a heterogeneous group of
pupils or a group of pupils
of different ages, abilities
and skills.
 Multigrade Teaching
• In reality single grade instruction just like
multigrade instruction also involves teaching
pupils with varied skills and abilities, even if they
are of the same ages.

• You must keep in mind that every child is unique

because of his/her genetic make-up and previous
life experiences or the environment in which
he/she is growing up.
 Multigrade Teaching

• In a way multigrade teaching

involving learners at different
levels is not entirely different
from a single-grade classroom
situation.
Effective Multigrade
Teaching
 Effective Multigrade Teaching

1. A systematic and well-organized

planned instructional delivery and
grouping;

2. A well–managed classroom that

is conducive to learning and has
the necessary resources available;
 Effective Multigrade Teaching

3. Discipline among the students has been

developed so that they can focus on learning;

4. A cooperative learning environment where

self-directed learning is balanced with teacher-
directed activities, peer teaching and group
work;
 Effective Multigrade Teaching

5. A teacher who is well-prepared to serve as

a facilitator of learning rather than as the
only source of knowledge in the classroom.

6. A teacher who is well-prepared to use a

variety of instructional strategies and
techniques to suit the varied needs of the
learners;
 Effective Multigrade Teaching

7. Well-designed curriculum that

allows for and encourages
integration of learning areas; and

8. Variety of activities as learning

experiences for the students.
Brief History
Of
Multigrade
 Brief History

• Multigrade schools were the first kind of

schools in North America.

• The one- room school house was the

most common model of formal education
programs for elementary school children
before the 1800’s.

• It was then before the single grade

classes were organized.
 Brief History

• Today multigrade schools are found in many suburban and rural schools in
America and Europe. They provide quality educational programs in rural
parts of Scotland, Britain and in the Scandinavian countries.

• In France, Netherlands and Canada the small villages and towns consider
multigrade schools as better alternatives to single grade schools. (Thomas
and Thomas 1992)
 Brief History

• In the Philippines, the first mission schools were

organized as multigrade schools. Single grade
schooling was introduced in the early 1900 by
the Americans.

• Multigrade schools were organized as a matter

of necessity for remote barangays.
 Brief History
• Aside from the limited enrolment, the distance of the barangay to a school,
teacher shortage, lack of funds for school buildings and other facilities also
led to the organization of multigrade schools in the different parts of the
country.

• There is a negative impression that multigrade classes are poor substitutes

for single grade classes and were organized just to answer the problem of
access and not quality.
 Brief History
• On the contrary, multigrade classes are considered equally
effective in the industrialized countries where they are part of the
educational system especially in the more sparsely populated
areas.

• Studies abroad have shown that pupils can benefit from the
multigrade programs when these are properly implemented.
 Brief History

• Effective multigrade teaching involves

much more than simply grouping one
grade per teacher and classroom.

• Good and creative teachers who will

deliver better and effective instruction
are far more important in multigrade
teaching.
 Brief History
• There is a need for more elaborate
preparation by the teacher and the use of
a variety of different learning modes.

• It is noteworthy that some private

schools in the country opted to organize
multigrade classes because of the
advantages of inter-aged grouping or
multi-level classes.
 Brief History
• These private schools consider the benefits of multigrade classes worth the
trouble of organizing them.

• There were also some creative public schools in the urban provinces who
have experimented organizing multigrade classes and gained positive results.

• Achievement levels of pupils were found much better than some of their
counterparts in the single grade classes.

• Aside from acquiring better cognitive skills, the pupils exhibited more
desirable attitudes and behaviors due to multi-aged groupings.
 Brief History

• In answer to the problem of access to quality education, the Department of

Education through the Bureau of Elementary Education (BEE) undertakes
the Multigrade Program in the Philippines (MPPE).
 Theoretical Foundations of
Multigrade Teaching and Learning
(Norms of Graded School)
 Theoretical Foundations of Multigrade
Teaching and Learning
1. Self-Paced Learning

• In self-paced learning, teachers based their

instruction on the student's response or their
individual needs.

• Multigrade students have different levels of

instruction, that's why teachers should
accommodate or adjust to their individual
needs.
 Theoretical Foundations of Multigrade
Teaching and Learning
2. Cooperative Learning

• In a multigrade classroom letting the students

interact with old students or mix-ages
students will help each student share their
individual experience and capabilities.

• These will help the student enhance their self-

esteem, social skills, and provide children an
opportunity to experience cognitive growth in
a meaningful learning environment.
 Theoretical Foundations of Multigrade
Teaching and Learning
3. Individual differences (diversity in the
classroom)

• Students in a multigrade classroom has also

come from diverse backgrounds, culture,
ethnic race, gender, and sexual orientation.

• Diversity plays a role in how students and

teachers view the importance of the
classroom.
 Theoretical Foundations of Multigrade
Teaching and Learning
3. Individual differences (diversity in the
classroom)

• That's why the teacher should pay attention

to their differences.

• The teacher standard should be uniform to

all the students. This is to avoid students
having feelings that can lead to reduced
participation, feelings of incompetence, and
other distractions and disturbances.
 Theoretical Foundations of Multigrade
Teaching and Learning

4. Differentiated Instruction

• In a multigrade classroom, the teacher should teach students individually.

• The instruction should accommodate or adjust based on the students

learning needs or levels.

• The assessment, strategies, lesson plan, and teaching should equal to the
student's developmental level and capacity.