EED 117 Elective :Teaching Multi Grade Classes

Module 3.Catering Diverse Learners through Multi grade Teaching

I. Introduction
Multi-grade classes is one of the important focuses in the Education Reform
program. By adopting a Multi-grade approach, access to education can be
increased and teacher deployment can be more effective. Teaching in the Multi-
grade classroom requires a sound knowledge of curriculum, strategies for
providing student centered and group learning, and a different approach to
assessment and evaluation.
II. Objectives
At the end of this module, the students should be able to:
1. Define multi-grade classes;
2. Identify the Crucial Elements in a Multi-grade Classes; and,
3. Discussed the Crucial Elements in a Multi-grade Classes comprehensively.
III. Discussion
What is Multi-grade Classes?
It is important from the beginning to establish a common understanding of what
Multi-grade classes is, and what it involves are many different viewpoints and
understandings of teaching multi-grade classes at present among school teachers
in the Philippine education. Availability of information is limited, so teachers may
form their own ideas on what teaching multi-grade classes involves, and they may
not be consistent with each other.

❖ A Multi-grade class is made up of students in several (two or three) grade levels

with one teacher for an entire school year.
❖ Multi-grade schools are those which have classes that combine students of
different ages and different abilities in one classroom.
❖ A Multi-grade class involves students of different ages and developmental
levels, with different skills and learning abilities learning together with one
teacher.
❖ Multi-grade should remain as a class for a minimum of two (2) years but often
for three (3) years. They should have the same classroom teacher for all those
years.

Crucial Elements in a Multi-grade Classroom

1. Modified Curriculum and Instruction
2. Teachers Role
3. Classroom Physical Arrangement
4. Classroom Management and Discipline
5. Planning a Lesson and Evaluation
6. Community Participation

1. Modified Curriculum and Instruction

A. Subject Staggering Option- Subjects requiring more teacher pupil interaction are
grouped with those requiring less.
B. Subject Integration Option- Subjects are integrated through a theme. A thematic
lesson for Araling Panlipunan can be developed by integrating concepts in Music,
PE and Health, Edukasyon sa Pagpapakatao.
C. Common Time Table – A subject is presented in all grades by the teacher in a
given schedule with each grade having prescribed work program by age-level or
ability.
D. Integrated Day Option
❖ No fixed time table
❖ Pupils are free to choose what subject to study and when
❖ Children are allowed to choose an activity based from the weeks theme
E. Subject Grouping Option
Subjects in Grade IV and Grade V using
English as medium of instruction are taught
Monday, Wednesday, and Friday while subjects
using Filipino are taught Tuesday and
Thursday.
2. TEACHER’S ROLE
a. Facilitator
b. Manager
c. Observer
d. Instructor
e. Planner
f. Evaluator

a. The Teacher as a Facilitator

The word “facilitator” is based on the Latin word “facilis” which means easy.
Facilitating learning means making academic and social learning as easy as possible
for children. Teacher should try to remove the obstacles or roadblock to children’s
learning so that it will be possible for them to learn.
The teacher designs instructional strategies that make learning processes
interesting. A facilitative teacher should be aware of the multiple intelligences of
learners. He/she allows and encourages children to learn in different ways about
different topics depending on their own needs, interest and learning styles.
b. The Teacher as a Manager
Managing a child- centered classroom which is an effective MG classroom is more
complex than a single-grade classroom. One single movement strategy cannot be
applied throughout all activities throughout the school year. Flexibility is the most
important ingredient for a teachers success as manager of a learning environment.
c. The Teacher as an Observer
Freedom and independent decision should be introduced gradually. Involve the
children to develop rules for the classroom day to day. Choose children’s work
because it matters to them. Manager provides rich and wide variety of activities
available to teach concepts and skills that are age-proportionate that meets
children’s needs and cater to their interest.

In an effective MG classroom which is learner-centered, a teacher should make the

most of every opportunity to observe children at work, at play and other activities.
The information gained from observation is then essential to evaluation as well as
curriculum planning.
Furthermore teachers who are keen and careful observers are able to anticipate
the needs of the children and achieve a more complete understanding of the
development of the whole child.

d. The Teacher as an Instructor

The role of a teacher as instructor still involves transmitting knowledge, but the
teacher chooses means and moments that are appropriate, demonstrating the use
of new materials, reading a story aloud to the class, sharing important information
that is given more effectively when done directly.
e. The Teacher as a Planner
In order to fulfil the roles of facilitator, instructor, manager and supervisor of
independent learning and evaluator the teacher must invest in planning that is
knowledgeable, efficient, comprehensive and well orchestrated. A good planner is
also flexible enough to make the necessary changes depending upon the feedback
from observation of the children at work within a day or from day to day and
based on more formal means of evaluations.
f. The Teacher as an Evaluator
A conscientious and effective teacher always wants to know of the goals of the
curriculum are being achieved and how well learning is being achieved. So, a plan
for evaluation is very important. Evaluation is necessary to find out if and how
children have learned what they are supposed to learn.

3. Classroom Physical Arrangement

Elements that contribute to successful MG classroom:
❖ Learning Centers
❖ Learning Materials
❖ Furniture and Equipment

* Learning Centres
These are semi-private, (partially enclosed by a low blackboard, shelf or easel)
areas for small groups to work together. These are work situations that the
children use with or without teachers guidance or supervision depending upon the
nature of activity.
For example, a Science experiments would require teacher supervision but
mathematics or reading game or activity card that has been introduced earlier may
not require constant teacher guidance. One advantage of learning centres or areas
would be the fact that they allow and encourage children to work in a self-directed
or independent way.

Learning Materials
Learning materials are among the most important part of the physical
environment within which effective MG teaching can take place. These are
textbooks, reference books, periodicals, digest magazines, teacher-made
materials, board games, puzzles, activity cards and toys.

Supplies and raw materials for children’s project, such as color paper, glue,
Popsicle sticks, and recyclables like plastic straws, bottle caps, toilet paper spools,
cardboard boxes, and plastic containers are considered learning materials.

Furniture and Equipment

Ideally, furniture (desks, tables, chairs) in a multi grade classroom should be of the
movable type so that there can be a greater flexibility in arranging and rearranging
them and the classroom layout will be able to provide for the following activities:

a. A whole group period, like, class schedule for the day, special projects,
classroom rules, problems that must be dealt with as a group, introduction of new
materials and topics.
b. Small group activities for working on tasks or activities for specific subject areas,
including discussion, writing, reading, arts, crafts,
experiments.
c. Individual or independent work so children can read, write, work on individual
projects;  Indoor games, dramatization, and role play
4. Classroom Management and Discipline
Classroom
Management and discipline are two very closely related issues. Classroom
management is concerned with structuring a classroom’s life, including all the
elements in the classroom as a learning environment that is conducive to teaching-
learning

Discipline involves setting and defining clear expectations about student

behaviour and setting limits (e.g. rules, guidelines, instructions) that enable them
to behave appropriately.

Tips in Classroom Management

1. Organizing physical environment -Providing the necessary furniture, equipment
and learning materials involve arranging these in such a way that they are neatly
arranges to serve a purpose. The children will only learn how to use classroom
equipment and materials if they are shown how and given the opportunities to use
these.

❖ Try out variety of classroom arrangement to adjust to the emerging needs;

❖ Arrange furniture to provide for convenient flow of traffic.
❖ Label areas in the classroom and container of materials clearly so that children
will eagerly learn the functions and can return them easily.
❖ Involve children in classroom maintenance by using ‘’Job Chart’’. This helps
develop a sense of responsibility and discipline in taking care of the physical
environment.

2. Organizing Time
A predictable schedule that students feel is useful and clear to them, and takes
into consideration a peace of working that they can handle is one of the important
ways of helping children learn to manage themselves in the classroom. ⎫Discipline
in the Classroom Discipline involves doing what is expected of you at a specific
time whether there is someone watching over you or not.
3. Adopt a problem-solving approach
To discipline issues, particularly those that involve breaking clearly stated
classroom rules. Help children look at these instances as problems that can be
solved rather than situations that mark them for life.
• Involve the children in figuring out how to help other rather than putting them
against one another.
• When children break rules, it is better to walk to them privately.
• Public scolding only humiliates children and damages their self-confidence.
• The most effective approach to discipline is positive.
• Reinforce what children do correctly. Proper behaviors result if they are
rewarded by recognition or praise.
• The ultimate goal of classroom discipline is self-discipline.
• Involve the children in figuring out how to help other rather than putting them
against one another.
• When children break rules, it is better to walk to them privately.
• Public scolding only humiliates children and damages their self-confidence.
• The most effective approach to discipline is positive.
• Reinforce what children do correctly. Proper behaviours result if they are
rewarded by recognition or praise.
• The ultimate goal of classroom discipline is self-discipline.

4. Planning a Lesson and Evaluation

One of the most important tasks for the MG classroom teacher is lesson
preparation. There are three important resources available for the teacher to use
in preparing a lesson. The K to 12 Curriculum Guide where the standards and
competencies are stated. This is an organized list of objectives. They are organized
in sequence according to the four grading periods within one school year.

Evaluation of the Student Learning

Keeping track of how students are learning every moment is part of the teaching
process. Knowledge of results and errors made is valuable to effective learning.
Feedback is an informal evaluation. It helps learning because
it focuses the learner’s attention on certain important aspects of the learning
process and raises the interest of the child.
For this reason, a major task of the teacher is to find out whether the objective
of the lesson had been carried out. Evaluation is bringing together form different
sources all forms of information on pupil performance.

There are two kinds of Evaluation:

a. Informal Evaluation
Informal Evaluations rebuilt in or part of the learning activities, like formative test
which is given after every lesson development.
b. Formal Evaluation
an evaluation which is more objective and nit affected by bias or subjectivity.
These are test like unit test, short quizzes, long exams, district test, and national
tests, like the NAT
Another example of informal evaluation is when a teacher read a story. She
immediately asks questions to find out if there was comprehension.

Other useful activities for informal evaluation:

• Observer students while working; children react differently in situations.
• Engage the individual in information reaction with children as they work on some
tasks.
• Provide follow-up activities that encourage application of skills or concepts
learned and observe how children are able to apply these skills.
• Ask the children to write a diary about what they learned in school.
• Inspect all works of a child to monitor whether he/she has learned something.
• Always give assignments for children for enrichment of lessons learned.

Things to consider while preparing a

test:
• Table of Specifications
• Lesson objectives
• Nature of learners
• Type of test to prepare
• Number of items
• Level of difficulty
• Key to correction

6. Community Preparation
The multi-grade classes like any school in any community is an important part of
life in a community. However, there can be more to the relationship between a
multi-grade classroom and the community. Since it is usually located in a rural
community with relatively small population, it can more integrated into
community life and his integration will be benefit the school, as well.

The quality of the relationship between the school and the community depends
upon the ability of the MG teacher and the administration of the school system.
Community life and school activities lead more easily to mutual integration since
multi-grade schools are located in the communities with small population.

MG schools have lesser resources, thus, the need to involve the community as
sources of information and in providing for services and materials to improve the
school.

Parent Involvement in the Multi-grade Classes

Two ways by which parents can be involve: as parents of their children and as
parents who are concerned about supporting the MG classes. Both ways of
involvement will result in improvement of the children’s performance is school.

Group Meetings
Gathering parents as a group in a parents meeting, at least twice or thrice a year,
will help strengthen a sense of community among them. Parents will be aware of
the goals of the MG classes. They can also be organize as Parent Teachers
Association (PTA).

Individual Parent-Teacher Conference

Parents are often called by the teacher if their child has a problem in school,
typically, if there child misbehaved, but individual parent-teacher conferences
should be ideally, not only when children have problems in school, but also to
have an opportunity to discuss individual student’s progress with their parents.

Parents as Classroom Volunteers

Parent volunteers provide valuable additional support in the classroom.

If the parents are involved in their children’s education, the more they
would likely to succeed in school.

“It takes a village

to educate a child”
-Ann Douglas

THANK YOU!!!
Prepared by:
Leo S. Castro
Instructor, EED 117