Republic of the Philippines

Romblon State University

Romblon, Philippines

Teacher Education Department

TEACHING
MULTIGRADE
CLASSES

BEEd III-C

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 Republic of the Philippines
Romblon State University
Romblon, Philippines

COURSE DESCRIPTION
This is a course in implementation of multi-grade classes that deals with the
theories, principles and concepts of multi-grade learners and classes. It includes
pedagogical approaches and contextualized learning environments for the different grade
and age levels are grouped for instructions in different school situations.

COURSE LEARNING OUTCOMES

1. Demonstrate in-depth understanding of the theories, principles and concepts of
multi-grade learners and classes.
2. Display knowledge and skills in pedagogical approaches and contextualized
learningenvironment for the different grade and age levels of learners
3. Design assessment tolls for assessing learning in multi-grade classes
4. Employ teaching approaches and strategies in teaching effectively in a
multigradeclassroom.

OVERVIEW OF THE COURSE

 Multigrade teaching occurs in primary education when a teacher has to teach
two or more primary school student grades in the same class. More general term and
probably more accurate is that multigrade teaching refers to the teaching of students of
different ages, grades and abilities in the same group.
 The multigrade class structure is known by various names in the different
countries; these include “composite” or "combination" classes, "double" classes, "split"
classes, "mixed-age" classes, "vertically grouped" classes, "multiple classes", "family
classes" or "multilevel classes".
 In multigrade schools a relatively small number of teachers try to be effective in
their educational work while dealing simultaneously with a number of pupils of different
ages, educational levels and needs. It follows that for children to learn effectively in
multigrade environments; teachers need to be well trained, well resourced, and able to
meet highly demanding teaching tasks and to hold positive attitudes to multigrade
teaching.
 Multigrade-schools have potential and play important role as educational units
in underserved rural areas.
 The unfortunate reality is though that these schools form the most neglected part
of the education system.
 The formation of the school in multigrade classrooms is in most cases
considered as a "necessary evil" situation that is adopted just to fulfil the obligation of the
official state for providing education for all. Due to the geographical oddities, the
socioeconomic peculiarities and the lack of adequate school infrastructure and personnel,
these schools still remain at the education's world cut off. The MUSE (MUltigrade
School Education) project takes into consideration the numerous specialized conditions
prevailing in multigrade education and establishes the framework in order to provide
support to multigrade teachers.

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 Republic of the Philippines
Romblon State University
Romblon, Philippines

Table of Contents

Module 1: The Overview of Multi-grade Classes………………………………………1

1.1: Theories and Principles Behind the
Multi-grade Teaching…………………………………………...…………………2
1.2: Multi-grade Program in Philippine Education
(MPPE) An Overview……………………………………………………………. 3
Module 2: Learning Environment in Multi-grade classes…………………………….4
2.1: Physical Environment …………………………………………………….….4
2.2: Cooperative Learning Environment …………………………………………5
2.3: Material Resources …………………………………………………….…….7
Module 3: Classroom Management ……………………………………………….…...8
3.1: Managing Learner's Behavior ……………………………………….………8
3.2: Peer Tutoring ………………………………………………………….…….9
3.3: Group Management …………………………………………………..……11
Module 4: Monitoring and Evaluating Student Learning ………………………….12
4.1: Monitoring and Evaluating Student Achievement Using
Various Evaluation Methods…………………………………………………….14
Module 5: Teaching and Learning Processes in the Multi-Grade Classes………….14
5.1: Instructional strategies in Multi-grade classes………………………………14
5.2: Teaching schemes in Multi-grade Classes…………………………………..15

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