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    Multigrade classes combine students from different grade levels into one classroom, often due to low student populations in remote areas. This document discusses the history and implementation of multigrade teaching. It notes that one-room schoolhouses in the 1800s North America and Europe were often multigrade, bringing together students of varied ages and abilities into a single class. With industrialization and urbanization, graded school systems emerged to better organize growing student numbers. However, multigrade classes have remained important for remote areas with insufficient students to constitute full grade-level classes. The document defines multigrade teaching as involving classes of learners from different grade levels and diverse backgrounds taught by one teacher.

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    Multigrade classes combine students from different grade levels into one classroom, often due to low student populations in remote areas. This document discusses the history and implementation of multigrade teaching. It notes that one-room schoolhouses in the 1800s North America and Europe were often multigrade, bringing together students of varied ages and abilities into a single class. With industrialization and urbanization, graded school systems emerged to better organize growing student numbers. However, multigrade classes have remained important for remote areas with insufficient students to constitute full grade-level classes. The document defines multigrade teaching as involving classes of learners from different grade levels and diverse backgrounds taught by one teacher.

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    17 views1 page

    Document

    Uploaded by

    Dorado Lammy S.
    Multigrade classes combine students from different grade levels into one classroom, often due to low student populations in remote areas. This document discusses the history and implementation of multigrade teaching. It notes that one-room schoolhouses in the 1800s North America and Europe were often multigrade, bringing together students of varied ages and abilities into a single class. With industrialization and urbanization, graded school systems emerged to better organize growing student numbers. However, multigrade classes have remained important for remote areas with insufficient students to constitute full grade-level classes. The document defines multigrade teaching as involving classes of learners from different grade levels and diverse backgrounds taught by one teacher.

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    In many places, education systems are structured in such way that students typically advance from

    grade to grade as peers of the same age. They are called monograde classes. However, in some places,
    the students population is not sufficient to complete a grade level. Geographic location, low population
    density, cultural factors, socio economic constraints and other factors. Multigrade system is developed
    to provide full and sufficient quality education. This means that the school children in challenging or
    deprived circumstances will receive the same education as other students.

    In this chapter we will be introduced to the history and nature of Multigrade Classes. The bases of
    implementation and unpinning theories and principles in Multigrade teaching will be discussed. This
    chapter delves into the status of Multigrade Teaching in the Philippines as well as the Multigrade
    teaching practices and strategies in Southeast Asia.

    In the 1800s, one room schools consisted of students of varied ages and abilities. Students learned
    together as a single class. In fact the first government schools in North America And Europe were
    Multigrade Classes (Brunswic and Valerien. 2004 as cited in “Quality Indicators of Multigrade Instruction
    in Southeast Asia 2012). With the beginning of the industrial revolution and rapid urban population
    growth, the practice of graded school system was started as a means to classify and organize the
    increasing number of students. Since it’s emergence, it has simply become the norm (Miller 1989).
    However the multigrade have remained an essential school structure especially in remote areas.

    UNESCO (2015 as cited in “A review of the Current situation and Practices of Multigrade Schools in the
    Philippines” 2020) defined Multigrade teaching as the teaching of classes of learners who are not only
    from different grade levels, but are also from diverse age groups, cultures and abilities. A Multigrade
    class has two or more grades under one teacher with 8 to 35 students. ( Villalino, 2010, as cited in “
    Quality indicators of Multigrade Instruction in Southeast Asia “ 2012).

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