Mendoza, Jenne Veb M.
BEED-3A
Directions: Search the internet for the article SEAMEO-INNOTECH (2012) Quality Indicators of
Multigrade Instruction in Southeast Asia. http://www.seameo-innotech.org/
A. Read pp. 6-23. Create a compare and contrast matrix of the Multigrade teaching concepts
and status in the Philippines with two other Southeast Asian countries.
Complete the table below:
Multigrade Philippines
teaching
concepts and
status
Definition • Defines Multigrade class
as having a two or more
different grade levels in a
single classroom with only
one teacher facilitating
them.
• The minimum and
maximum numbers of
pupils is
indicated/determined in it’s
given definition (minimum
of 8 pupils and maximum of
35 pupils)
Policy support • The policy that
supplements the hardship
allowance of the Multigrade
teachers amounts 25% of
their existing monthly basic
salary
• DO 96, s. 1997 is used as a
policy that supports the
Multigrade instructions with
regard to different
purposes.
Organizational • Groups the students
form based on their approximate
levels (e.g. grades 1 and 2,
grades 2 and 3, and so on)
Country A: Cambodia
• Defines Multigrade class
with the same idea of having
a two or more different
grade levels in a single
classroom with only one
teacher facilitating them.
• No minimum and
maximum numbers of pupils
is indicated/determined in
its definition
• The policy that
supplements subsistence
allowances for Multigrade
teachers is by adding
percentage of their existing
monthly basic salary ranging
from 60 up to 180 %
depending on how many
classes does he/she teaches.
• Based on the article
SEAMEO-INNOTECH (2012),
the only policy that is
indicated in this is the policy
for the allowances for
Multigrade teachers
• Groups the students based
on their approximate levels
(e.g. grades 1 and 2, grades
2 and 3, and so on)
Country B: Malaysia
• Defines Multigrade
class with the same idea
of having a two or more
different grade levels in a
single classroom with
only one teacher
facilitating them.
• No minimum and
maximum numbers of
pupils is
indicated/determined in
the definition
• Based on the article
SEAMEO-INNOTECH
(2012), there is no
indicated policy that
supplements allowances
for the Multigrade
teachers
•Education Act of 1996,
the National Philosophy
education, Vision 2020,
and the Education
Development Master
Plan 2006-2010 is used as
a policy supporting the
Multigrade classes
• Might group the
students that is not
based on their
approximate levels (e.g.
grades 1 and 3 are
combined in level 1,

• Students might be
organized in a mixed-ability
groups by their specific
grade level
Teaching- • Encourage collaborative
learning and interdisciplinary
process learning
Learning • A typical school
environment infrastructure with spacious
and facilities classrooms equipped with
furniture such as desks,
whiteboard or green
boards, tables, and chair.
Nature of • Follows the national
Multigrade curriculum
curricula
Assessment • Formative test are given
and feedback after each lesson
gathering
• Summative test are given
at the end of the
quarter/semester
• Summative test are
teacher-made
• Feedbacks is conducted
between teachers and
parents
• Students might be
organized in a mixed-ability
groups with their
approximate level
• Encourages independent,
and alternative learning
Country A: Indonesia
• Sets maximum limit use of
open spaces. Uses a not so
convenient laboratories,
uses recycled materials, and
movable facilities.
• Follows the national
curriculum
• Assessment is conducted
monthly, semestral, and
yearly basis
• Assessment is conducted
monthly, semestral, and
yearly basis
• Assessment is conducted
monthly, semestral, and
yearly basis
• The school directors
conducts self-assessment in
order to get feedback about
their management,
environment, teaching, and
development
grades 4 and 6,
combined in level 2)
• Student might be
organized in a mixed-
ability groups depending
on the subjects
• Encourages internet
use in learning
Country B: Vietnam
• The physical
environment are
equipped with adequate
learning resources such
as books, equipment,
and accommodations to
have a good conditions in
their teaching-learning
experiences
• Follows the national
curriculum
• Formative test is not
given at the end of each
lesson, it is given twice in
a semester
• Summative test are
given at the end of the
quarter/semester
• Summative test are
district-based
• Feedback is in the form
of health of the students,
their learning behavior,
and the achievements
result
B. Read pp.25-54. Select one country. Synthesize through a graphic organizer its “Good Multigrade
Instructional Practices”. Answer in the space below: