AY 2022-2023

College of Teacher Education

Bachelor of Elementary Education

Content I.B. Status of Multigrade Program

Intended Learning Outcomes:

1. Describe the status of multigrade teaching in the Philippines
2. Describe the practices and strategies of multigrade teaching in the Southeast Asia
3. Cite the positive outcomes/advantages as well as the drawbacks/challenges of
multigrade teaching
4. Identify solutions to the challenges in the implementation of multigrade teaching

Assessment 4. Compare & Contrast Matrix

Search on the internet for the article SEAMEO-INNOTECH (2012) Quality Indicators of
Multigrade Instruction in Southeast Asia. http://www.seameo-innotech.org/
Read pages 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. (40 marks)

Multigrade Teaching Philippines Indonesia Cambodia

Concepts & Status

1. Definition A multigrade Multigrade teaching is Multigrade classes

program or class is the practice of teaching feature a mix of
defined as a class of pupils of various levels, students and grades.
two or more grades ages, and abilities in the There are only a few
taught by one same room at the same students in each grade
instructor in a time. A teacher in level. A multigrade class
complete or multigrade teaching is also one in which only
incomplete teaches more than one one teacher is in charge
elementary school grade or class at the of teaching two or more
with a minimum of same time, either in grades in a single
eight students and a separate classrooms or classroom at the same
maximum of 35 in the same room time during the school
students. divided by a partition. year.

2. Policy Support Official Department A government Policies boost

of Education regulation was issued to multigrade teachers'
(DepEd) Orders exist build small-island, subsistence allowances
to support multigrade border, and distant by adding 60% of the
instruction with schools. Policies on multigrade teacher's pay
regard to improving teacher incentives, to his/her existing
access to education improvement, income if he/she
by providing certification, prizes, and teaches two-grade
complete grade protection, as well as classes. If a multigrade
levels through materials assistance, teacher teaches three
combination or apply to multigrade grade classes, add 80
multigrade classes. teachers. When percent of his or her
Implementing providing scholarships current wage. If a
policies and or grants, multigrade multigrade teacher
guidelines on pupils are also conducts double-shift
organizing and considered. lessons for two grade
operating multigrade levels, add 160 percent
classes. of his or her current
Strengthening the wage. Also, if the
implementation of multigrade teacher
the multigrade teaches double-shift
program in the lessons for three grade
country. Providing levels, add 180 percent

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College of Teacher Education

special hardship of his or her current

allowances to wage.
multigrade teachers.
Conducting searches
for the best
multigrade teachers.
And holding a
National Summit for
Multigrade Teachers.

3. Organizational Form There are mixed- Students are divided Pupils are organized in
ability groupings per into mixed-ability the classroom for
grade level. In groups. For example, learning activities based
addition, grades 1 grade 4 is combined on their skills. There are
and 2, 3 and 4, and 5 with grade 6. Students also mixed-ability
and 6 may be from various grade groups of pupils with
merged. Only grades levels attend classes. similar levels. For
2 and 3 and 5 and 6 example, grades 2 and
are sometimes 3 are merged; grades 4
mixed. and 5 are combined; or
grades 2, 3, and 4 are
combined.

4. Teaching-Learning Naga's Libmanan The teaching and Direct facilitators and

Process District employs E- learning model for group learning sessions
IMPACT modules multigrade teaching is are available for
that are directed by an elaborate process. It alternative learning.
pre-planned and/or involves competence Teaching-learning in the
textbook-based analysis that combines entire classroom is used
lessons. It employs a learning materials from in alternative learning by
cooperative learning different levels based teaching the same
strategy as well as on an analysis of subject and material,
an interdisciplinary competencies that need such as arts and sports.
learning approach. to be taught for one In combination grades
Schools that do not semester or for one such as 2, 3, and 4,
use the E-IMPACT year. It also involves independent learning is
system rely on mapping the theme for used. Students in
various ways of related competencies, grades 2 and 3 engage
distribution. In resulting in five themes, in interactive learning,
certain cases, each taught for 3–4 while students in grades
teachers present weeks; developing a 4 study individually
subjects that are syllabus, which contains utilizing learning
easily integrated into competencies as well materials and question-
all grades at the as details of the and-answer papers.
same time. In other activities, resources,
cases, teachers work and evaluation; and
intensely with one planning lessons, which
group on one subject includes step-by-step
(for example, English activities as well as
or math) while strategies on organizing
another group works students. Because of
independently on the poor social status of
another subject (for most students’ parents
example, arts). The and with the economy
approach used is of the community
determined by the dependent on
nature of the subject agriculture, the local
being taught as well community
as the personalities helps by sharing skills
of the teacher and and expertise to help
the students. students learn

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College of Teacher Education

entrepreneurship while
nongovernment
organizations (NGOs)
provide financial and
materials support.

5. Learning Environment School structures Utilization of natural

& Facilities with enough space, laboratories,
furnishings, and repurposed materials,
movable chairs. The and mobile facilities, as
same environment well as optimal
as traditional utilization of open areas
schools, but with a
learning center in
each classroom.

6.Nature of Multigrade Multigrade schools Every teacher develops Multigrade classes

Curricula follow the national his/her own curriculum follow the national
curriculum. called “KTSP” (i.e., a curriculum.
school-based
curriculum) by referring
to the national content
standards. Assessment
is made based on
competencies
developed on the basis
of school-based
curriculum. The national
examination is
conducted based on the
national curriculum
standards.

7. Assessment and Teacher-made tests Regular and semestral Assessment of student

Feedback Gathering are regularly internal assessments learning is conducted on
administered in and a national a monthly, semestral,
classrooms. Paper examination for sixth and yearly basis to
and-pencil and graders are done. evaluate the outcomes
formative tests are Internal assessments based on a standard
given at the end of include classroom curriculum. The school
each lesson to find based, teacher-made director also conducts
out the students’ tests such as formative, school self-
level of mastery of summative, and self- assessments for
skills or competence assessment tests (i.e., management,
while summative oral for lower grades environment, technical
tests are given at the and written for higher teaching, and
end of each quarter. grades). External development.
Achievement tests assessment (e.g.,
are given at the end district and national
of the year by the examinations) is done
school as well as by at the end of each
the district, division, educational level.
regional, and
national offices. In E
IMPACT schools,
assessment
measures follow
conventional
measures
administered by the
DepEd. However,

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College of Teacher Education

additional diagnostic
tests at the start of
the school year and
quizzes that serve as
posttests after each
learning module are
also given.
Instructional
supervisors also
assign homework
and projects and rate
students for
recitations. Rubrics
or checklists are
used for observable
competencies.
Feedback from
teachers is shared
during parent
teacher meetings
while sensitive
feedback is
discussed in the
school head’s office.

Assessment 5. Graphic Organizer

Read pages 25-54. Select one (1) country. Synthesize through a graphic organizer its
“Good Multigrade Instructional Practices”. Your output will be evaluated based on the
following rubric. (50 marks)

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College of Teacher Education

Ministry of
Education
Development
Plan 2001-
2010

Rancangan
Makanan Education
Tambahan Development
(Additional Master Plan
Food (PIPP)
Program)
MALAYSIA

Remote
Poor
Schools
Students'
Incentive
Trust Fund
Allowance