Multi-Grade Classroom - Twoor more grade years

- Usually sa mga remote areas - 1 teacher and responsible for all

 Mababa ang enrollment
Multi-Grade  Mababa ang economy
- Teaching math in Grades 3, 4,
and 5 (may range yung age) Why do they exist?
- Economical
Multi-Age - Economic status and reason
- Iba’t iba ang range ng age nila
- Grade 4 (16 years old)
- SPED
- Diverse ang pagtuturo

Multi-Age Classroom
- Iisa lang ang teacher with mixed
age students

Two Systems of Education

The Graded System

- Same in development in needs
- Curriculum-centered
- Taught in the same way
- Product not a process

Multi-Age System
- Same teacher for several years
- Natural learning
- Process not a product

Graded Multi-Age
Iisa ang Expectations are
expectation appropriate
Quality ng lesson
Givers of Facilitator of
knowledge - learning
teachers

Multi-Age Structure
1. Mixed Ages – behavior ang
nadedevelop / self-paced learning
2. No retention

Where are multi-age classes found?

Multi-Grade – rural and remote areas
Multi-Age – urban

Multi-Grade Class The Concept of Multi-Age Teaching


Multi-Age
- Child-centered
- Hindi kailangan ipasa, sila mismo
ang matututo in their own pace,
hanggang matutunan
- teacher continually shapes and
develops the program to suit the
students instead of trying to 'fit' the
children to a prescribed set of
outcomes.
Multi age education
- based on the “pedagogy of
learning” rather than the
“pedagogy of teaching”
- Learning originates with the child;
the child is the motivating “center
of the overall learning process.”
Multi-Age Approach
- More than mixed age class
- creating a class of students from
more than one grade level and
calling it multiage is not what a
multiage approach means
- Teachers of these classes attempt
to instruct the grade-level
curriculum for each group, with
double (or triple) the preparation.
- Iba iba ang preparation based sa
edad at capacity
- More than good teaching
- Teacher is a facilitator who uses
instructional strategies
- developmental learning stages
rather than their chronological age
Module 1
The Multi-Age Classroom
What is Multi-Grade?
– Multiple means having or involving
more than one part, and grade, in
education, refers to a group of
pupils or students of similar age or
ability taught together at school so
multigrade simply means many
grades.
What is Multi-Age?
– It is organized across grade levels
and ages by choice and for
pedagogical reasons.
– Such classes may occur in either
graded or ungraded school
contexts. It is also referred to as a
mixed-age or mixed-grade
classroom.
Two Different Systems of Education
- It’s no surprise that life isn’t
always separated by age. In
today’s world, where communities
consist of people with different
backgrounds and people of
different ages, life becomes joyful
and vibrant with new experiences.
Similarly, when it comes to
learning and education, children
don’t have to be grouped only by
age.
- We must understand that same-
aged classrooms don’t always
promote a child’s social or
academic development. However,
bringing children of different ages
together through mixed-age
preschool grouping aims to do just
that.
Multi-age Classroom
- Picture kids of different ages in
one classroom with one teacher
for several years, and you
visualize a trend in education
reform. That’s what a simple
 definition of a multi-age classroom
is.
- A mixed-age group of children
who stay with the same teacher
for several years.
Two Systems of organizing Children
in a Multi-Age Classroom
The Graded System
– It is based on a factory model
used to classify and manage the
increasing needs of urban
schools, which were mostly a
product of the Industrial
Revolution (Rippa 1988).
– The graded system assumes that
all children are the same in
development and needs; that they
can be taught in the same way;
that learning can be sequenced
into discrete skills, becoming more
complex from year to year; and
that education is a product, not a
process (Stone, 1998).
Multi-age System
– children are placed in
heterogeneous family groupings
with the same teacher for several
years and can move
independently.
– The multi-age classroom provides
a natural learning environment like
that of families.
– The multi-age system assumes
that all children, even children of
the same age, are different in their
development and needs; that
children construct their knowledge
in their way; that learning should
be child-centered, not curriculum-
centered; and that education is a
process, not a product (Piaget
1976, Piaget and Inhelder 1969).
– Multi-age classrooms also
promote social learning—children
learn from each other (Vygotsky
1978).
The graded and multi-age systems
are at opposite ends of the pole.
Graded Systems
- we have the exact expectations
for children in the same grade,
regardless of their development or
needs at each grade level.
- The sequencing of skills in the
graded system is also designed
irrespective of the variability in
children's abilities and interests.
The teacher teaches the
sequenced skills from grade to
grade.
- In this curriculum-centered
system, there is a strong focus on
the quality of the lesson, which
may cause teachers to be
narrowly defined as “givers of
knowledge and skills” rather than
“facilitators of learning.”
The Multi-age System
- It embraces a developmental view
of learning.
- The learning environment is
structured over several years to
support a child's natural
development, and the teacher's
role is defined as a facilitator of
learning. Expectations for children
are high but appropriate.
- There are no grade levels, grade-
level expectations, letter grades
for labeling, or retention in grades.
The focus is on allowing every
child to succeed and become a
lifelong learner.
All of these reflect graded practices
that we try to fit into a multi-age
system, but they don't fit! They do
not fit with a developmental,
continuous-progress model of
education.
 Multi-Age Structure
Mixed Ages
– The structure of mixed-ages
heightens opportunities, not only
for children’s cross-age learning in
academics but also for children's
social skills and prosocial
behaviors.
Several years with the same teacher
- Structuring the learning in multiple
years with the same teacher
allows the teacher to see each
child developmentally, to know
each child's strengths and needs,
and to give each child the “gift of
time” to develop
No retention
- Learning in the multi-age
classroom is viewed as a
developmental process, so
retention is unnecessary.
- Each child is supported to make
successful progress on their
continuum of learning rather than
to meet arbitrary grade-level
expectations based on a
sequenced curriculum.
employment of one teacher for
each year level.
Why do they exist?
– the reason for creating these
classes is generally economical,
the driving forces being: total
school enrolments; individual
grade (year) level enrolments; the
number of teachers available; and
the availability and effective use of
resources that influence the
creation of classes are generally
economical, the driving forces
being: total school enrolments;
individual grade (year) level
enrolments; number of teachers
available; and the availability and
effective use of resources

Where are multi-age classes found?

– Multigrade classes (predominantly
formed by necessity) are referred
to as mainly occurring in rural and
remote areas, whereas multiage
classes (formed predominantly out
of choice) are referred to as being
mainly urban
– A multi-grade class contains two
or more grade (year) levels where
one teacher has responsibility for
teaching all of the children in that
class, regardless of grade level.
– Multigrade classes are generally
found in rural and remote areas,
where enrolments are low, and
consequently, economic
justifications do not support the
 Module 2
The Concept of Multi-Age Teaching
The multiage concept is child
centered
- the teacher continually shapes
and develops the program to suit
the students instead of trying to 'fit'
the children to a prescribed set of
outcomes.
- Unless the teacher has done
considerable research and
thinking about multiage pedagogy,
they unintentionally may make
decisions contradictory to the
philosophy.
Multiage education is based on the
“pedagogy of learning” rather than
the “pedagogy of teaching.”
- Learning originates with the child;
the child is the motivating “center
of the overall learning process.”
A Multiage Approach is more than a
mixed age class
- Simply creating a class of
students from more than one
grade level and calling it multiage
is not what a multiage approach
means.
- Teachers of these classes attempt
to instruct the grade-level
curriculum for each group, with
double (or triple) the preparation.
A Multiage Approach is more than
“good teaching”
- An effective multiage teacher
orchestrates the class as a
facilitator, using instructional
strategies which encourage and
empower students to become
independent learners.
- These developmentally
appropriate practices cater to
students developmental learning
stages rather than their
chronological age
Why Multi-Age Schools Function in
the World?
Geographical Factors
- The school is in a small
community in a remote area, far
away from larger towns or
villages, and where the population
is small.
- It is for nomadic people, who are
on the move all the time, so that
one teacher may stay with the
group.
- ê There are rivers, roads, and
mountains, which are dangerous
for children to cross, so they must
attend school in the village.
- Many mothers/parents migrate to
the towns and leave their children
in the care of their grandmothers.
Social Factors
- All children should have equal
access to education, independent
of where they live.
- The children should have access
to education within their own
culture.
- Parents wish to send children to
schools of their religion.
- Parents wish to have a center of
learning in their immediate
environment.
Cultural Factors
- Students are a part of the
community economy, so they
must perform certain chores
(agricultural or handicraft skills)
before going to school.
- Girls would not usually be allowed
to attend school since they must
be prepared to become
homemakers.
- Students are obliged to perform
certain domestic chores before
they can go to school
 Module 2.1
Understanding Multi-grade
Teaching:
What Is It and Why Do It?
Seeing Challenges as Opportunities
What is Diversity?
- It is a combination of our
differences that shape our view of
the world, our perspective, and
our approach.
Advantages of Teaching Diversity in
Education
- Better prepare students for a
Global Economy by exposing
them to people from different
cultures and social groups.
- Build confidence better in life. A
recent study in the journal Child
Development found that students
feel safer and out of school when
they have a diverse education.
- Promote empathy and Reduces
Prejudice. Students who live and
attend schools in racially isolated
environments can develop
holistically.
- Improve Student Achievement.
Diversity has a direct impact on
student performance. According
to the Queen’s University of
Charlotte, students work better in
diverse environments, allowing
them to concentrate better and
push themselves further.
- Foster Creativity. Diverse
classrooms encourage problem-
solving, critical thinking, and
creativity.
Balancing Time and Multitasking
Multitasking
- It is the performance of multiple
tasks at one time.
- Multitasking refers to the ability to
pay attention to several pieces of
information simultaneously or
perform more than one task
simultaneously.
Multitasking is a fancy way to say that
you are not giving anything your full
attention.
Three major themes of Multitasking
 Self-sacrifice
 Personal and career challenges
 personal growth and development
Concepts of Multitasking
- Teachers’ work is described as
increasing in complexity and
intensity.
- Teachers are the ultimate
multitaskers.
- Teachers’ multitasking is a
necessity that is expected to be
accessible and respond promptly
to the needs and demands of the
higher authority.
Forms of Multitasking
- Physically performing two tasks at
the same time.
- Working on only one task
physically while thinking about
something else.
- “utilizing idle time.”
Multitasking of Teachers as a
Process
- Beale and Hoel (2011) stated that
multitasking of teachers in the
workplace might also be a natural
result of the lack of teachers,
particularly in remote areas
where some teachers decline to
accept their orders as teachers in
hinterlands remote regions.
DepEd’s Response to Multitasking
of Teachers
- DepEd discouraged performing
multitasking in the workplace.
- DepEd gives additional incentives
and appreciates the effort of
 teachers who performed
multitasking in the workplace
under the DO 9, S. 2002.
Prevalence of Multitasking of
Teachers in the Workplace
Consequences of Multitasking of
Teachers in Classroom Setting
- Reduced the productivity of
teachers as well as the school
organization.
- Can be associated with stress and
sometimes anxiety of teachers,
high blood pressure, and
increased risk of coronary heart
disease.
- Low academic performance of
students is another characteristic
associated with multitasking of
teachers in the workplace.
How to avoid multitasking?
5 Management Tips for Teachers
Organize the day by priorities.
- Teacher time management must
start with setting priorities and
organizing the day around the
most critical tasks.
Strategically plan homework
assignments.
- Teachers and students may find
tasks requiring repetitive practice
better suited for the home
environment.
Avoid “loaded” procrastination.
- Avoid piling on grading
assignments and try to knock out
batches at a time.
Plan for potential crises.
- It is better to plan for potential
problems before facing them in
the classroom, as urgent concerns
can distract teachers from their
goals within the school.
Set aside personal time.
- Prioritizing time for individual
needs is necessary to effectively
implement and execute the plans
for educating students.
Engaging your Students and
Keeping them Focused on Learning
What is STUDENT ENGAGEMENT?
- Refers to the degree of attention,
curiosity, interest, optimism, and
passion that students show when
they are learning or being taught,
which extends to the level of
motivation, they have to learn and
progress in their education.
Connected features may aid boost
student engagement when creating
and conducting learning activities.
Make it meaningful
- To achieve full participation,
students must regard activities as
meaningful. According to
research, students who do not
value their time and effort may not
engage satisfactorily or may even
disengage totally (Fredricks,
Blumenfeld, & Paris, 2004).
Provide autonomy support
- Autonomy support fosters
students' sense of control over
their actions and goals.
- Student participation will likely
grow when teachers relinquish
authority (without losing power) to
students rather than fostering
compliance with directives and
demands (Reeve, Jang, Carrell,
Jeon, & Barch, 2004).
Embrace collaborative learning
- Collaborative learning is another
great engagement booster.
- Students' involvement may be
increased when they collaborate
well with others (Wentzel, 2009),
mostly because they feel
connected to others (Deci & Ryan,
2000).

Establish positive teacher-student
relationship
- High-quality teacher-student
relationships are another critical
factor in determining student
engagement, especially for
challenging students and those
from lower socioeconomic
backgrounds (Fredricks, 2014).
- When students form close and
caring relationships with their
teachers, they fulfill their
developmental need for
connecting with others and a
sense of belonging in society
(Scales, 1991).
Promote mastery orientation
- Finally, students' views on
learning activities influence their
engagement.
- Students who pursue activities to
learn and understand rather than
get a good grade, look smart,
please their parents, or
outperform peers are likelier to
engage fully and thoroughly
(Anderman & Patrick, 2012).
Foster a sense of competence
- Competence is a student's
ongoing assessment of their
ability to succeed in a learning
activity or challenge.
- (Can I?) Researchers discovered
that completing training can boost
future engagement (Schunk &
Mullen, 2012).
Sample student engagements
Intellectual engagement
- Lessons, assignments, and
projects that appeal to students'
interests or stimulate their
curiosity can increase student
engagement.
- Examples of student choice
include topics (so they can choose
a topic that interests them) and
methods (how they will investigate
an issue or demonstrate what they
have learned) (some students
may choose to write a paper,
others may produce a short video
or audio documentary, and still
others may create a multimedia
presentation).
Emotional engagement
- To encourage positive emotions in
students, educators can use
various strategies to reduce
negative behaviors or keep
students from dropping out.
Teachers may monitor students’
moods and ask how they are
feeling.
- School programs may provide
counseling, peer mentoring, or
other services that generally seek
to give students the support they
need to succeed academically
and feel cheerful, optimistic, or
excited about school and learning.
Behavioral engagement
- Routines, consistent cues, and
student roles can help teachers
foster more learning-friendly
behaviors. For example,
elementary school teachers may
use cues or gestures to help
distracted or boisterous students
refocus on a lesson.
- It's time to stop talking, return to
your seat, or start a new activity.
Teachers can also establish
routines that help students stay
focused and engaged.
Physical engagement
- Teachers can use physical
activities to engage students. For
example, “kinesthetic learning”
involves using physical motions
and movements to learn.
- Instead of asking students to
answer questions aloud, a teacher
 might ask them to walk up to the
chalkboard and answer verbally
while writing the answer on the
board.
Social engagement
- Teachers can use a variety of
social interaction strategies to
engage students. The teacher
may create academic contests in
which students compete, such as
a friendly competition in which
teams of students build robots to
complete a specific task in the
shortest time.
- Academe activities like debate
teams, robotics clubs, and science
fairs combine academic and social
interactions.
Cultural engagement
- Schools can actively welcome,
accept, protect, and value
students from diverse cultural
backgrounds. Examples of special
orientation sessions for new
Americans include offering
translation services and
informational materials in multiple
languages.
- Teachers may intentionally modify
lessons to incorporate the history,
literature, arts, and perspectives
of the student’s ethnicities and
nationalities represented in their
classes.
Module 3
The Philippine Laws in Establishing
Multi-Grade Classes
No More Schools
- It proposed replacing schools,
textbooks, teachers, and grades
with learning centers, self-
instructional materials, peer tutors
and community support, and
instructors responsible for
managing learning among groups
as large as 150-200 students.
Over time the concept became
better known as Instructional
Management by Parents,
Community, and Teachers
(IMPACT).
Multigrade Program in Philippine
Education (MPPE)
- Multigrade teaching as a
Philippines national strategy to
improve access to and the quality
of primary schooling was
formalized by launching the
Multigrade Program in Philippine
Education (MPPE) in 1993.
Five areas of Multi-grade Teaching
- Curriculum and materials
development
- Staff development
- Physical facilities
- Community support
- Research, monitoring, and
evaluation
DepEd Order 96, Series of 1997
Policies and Guidelines in the
Organization and Operation of
Multigrade (MG) Classes
- The Multigrade Curriculum and
Program
- Multigrade schools/classes shall
offer the New Elementary Schools
Curriculum (NESC) and adopt any
suggested class programs.
Support, Welfare, and Incentive
Programs for Multi-Grade Teachers to
attract and retain effective teachers in
multigrade schools, the following
measures should be implemented:
- regular monitoring of MG classes
to sustain training gains and
provide them with technical and
instructional support.
- Regular training of MG teachers
on multigrade teaching in the
district, division, and regional level
should be given priority share
from the 5% INSET funds.
- Whenever resources/situations
permit, at least one (l) classroom
should be designated as the
lodging place for teachers/school
administrators whose residences
are considerably far from the
school.
- ranting of the Special Hardship
Allowance for MG Teachers
(SHA-MG). “Hardship Allowance
to Eligible Public School
Teachers” provided for in DECS
Order No. 73. s. 1996
DepEd Order 81, Series 2009
Strengthening the Implementation of
Multigrade Program in Philippine
Education
- The Multigrade Education is one
of the Department’s strategies to
provide access to quality
education for all school-age
children in remote communities
where enrolment does not warrant
organizing monograde classes.
- To address recurring issues in
implementing DepEd Order No.
96, s. 1997, “Policies and
Guidelines in the Organization
and Operation of Multigrade (MG)
Classes,” the following guidelines
are issued:
- Strict implementation of Special
Hardship Allowance for Multigrade
Teachers as contained in
Department of Budget and
Management (DBM) National
Budget Circular No. 514 dated
December 5. 2007, “Guidelines on
the Grant of Special Hardship
Allowance” shall be observed;
- Teachers assigned shall be
trained on multigrade instruction
through a continuing standards-
based professional development
program managed by a core of
division and regional MG trainers;
- The Bureau of Elementary
Education (BEE) shall provide the
Multigrade Training Resource
Package (MG-TRP) and the
Multigrade Teach-Learn Package
(MG-TLP). The second contains
lesson plans and pupils’
learning exercises in the different
learning areas;
- A core of trainers (list enclosed)
for the division-based training of
MG teachers has already been
organized and trained for this
purpose. They will continuously
provide training with financial
assistance from the Bureau of
Elementary Education;
- As much as possible, trained
multigrade teachers shall not be
transferred to another school
within two years. All divisions are
strongly encouraged to provide
additional incentives for these
teachers;
- Regular monitoring and technical
assistance in implementing the
MG program shall be conducted
at the division level. Monitoring
reports on the findings/results
shall serve as the basis for
planning enhancement programs
and policy formulation at all levels.
-