ELEC 1 Teaching Multigrade Classes

CHAPTER 1

OVERVIEW ON MULTIGRADE EDUCATION

Objectives:
1. Demonstrate mastery of the content regarding educational policies in
multigrade teaching.
2. Identify the advantages and disadvantages of a multigrade classroom as well as
other emerging factors.

According to Cambridge Dictionary,

“necessity” means the need for something. That need
for something feeds upon us, prompting us to answer
that call in order for us to live a healthy life. If
necessities in life are so important, such as our human
basic needs like air, water, and food, how come our
intellectual needs are often overlooked? Is it not an
important part of our well-being to be able to address
not only our physical and emotional needs but also our
intellectual needs?
Here in the Philippines, where we are
geographically challenged by the numerous islands that comprise our country, bringing
Education For All (EFA) is a monstrous challenge already. It is no small feat to provide
education, one of life’s necessities, to remote areas where there is no electricity, no paved roads
and where even the most basic of Maslow’s Hierarchy of Needs is often unmet.
Unable to bring a traditional
school set up to the far-flung areas,
Necessity, as the Mother of Invention,
paved the way for people, old and young
alike, to have access to education by
creating a system that can satisfy their
needs for intellectual learning:
Multigrade Classrooms.
Multigrade teaching is one of the important focuses in the Education Reform program.
By adopting a Multigrade approach, access to education can be increased and teacher
deployment can be more effective.
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ELEC 1 Teaching Multigrade Classes

Teaching in the Multigrade classroom requires a sound knowledge of curriculum,

strategies for providing student centered and group learning, and a different approach to
assessment and evaluation.
Multigrade teaching is a situation in which one teacher has to teach many grades, all at
the same time. This may be due to lack of teachers or lack of school facilities. It can also be a
case of poverty and many other socio-economic and cultural factors can also affect one’s
education and/or the quality of it. In any case, multigrade classrooms have been set up to
address these problems. Since the Philippines is a developing country, we don’t have enough
resources to cover all our patrons with a much-needed school, school materials, and even
school personnel. These scarcities helped us to innovate by having multi-grade schools that can
accommodate people who are not studying in a formal education setting.
Having this kind of access to education enables the underserved people from all walks
of life to have an education. It is definitely better than having no access at all to any kind of
teaching, whether formal or informal, especially in rural and remote areas where illiteracy
among disadvantaged kids and adults is high.
Multi-grade classrooms have been around since the 1920’s, being an answer to the lack
of resources in most barangays. While the Department of Education, Culture, and Sports
(DECS, now known as DepEd) had always acknowledged the presence of multi-grade classes,
it was only recently turned into a full-fledged system under the leadership of Secretary Armand
Fabella in the early 90’s. With that move, multi-grade classes or programs were turned into
viable means of achieving the nation’s (and worldwide) goal of providing education for all.
With the constant innovations happening from all areas of life, Education should be re-
imagined and re-purposed to fit and cater to the needs of the people who are unable to attend
formal education. Multigrade teaching is not a cure-all solution to all of education’s problems.
It is one of the ways wherein we can help other people be informed and educated using different
means and methods that might not be what our traditional schooling says but it gets the goal
done just the same: to lessen, if not, eradicate illiteracy.
If the cost of multigrade set-up is more affordable, why does this form of education is
still shunned by many? Is Education not that important? Is it not as effective as a traditional,
monograde schooling? I believe that we are in an era of information. It is easy to communicate
using the technologies provided such as e-mail, internet, mobile phones, television and other
devices that can help inform other people. We need to use these technologies to our advantage
and help those people in need, to let them be informed that this kind of education exists and it
is available for all. Although there is much to be improved in the multigrade system and that
we should train multigrade teachers excellently, we still need to eradicate the negative

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ELEC 1 Teaching Multigrade Classes

preconceived ideas that non-formal education and multigrade classes are below standards as
compared to traditional schooling.
As for recommendations, this will not effectively be implemented without the help of
our local and national government agencies. Even the non-government offices, foundations,
and charities can all help together to widen the reach and coverage of nonformal education. For
the human resources such as our teachers and school administrators, we need to have a good,
capable set of educators that can handle multigrade teaching, train them well so that in the
future, they may also impart their knowledge to up and coming educators who can continue
their line of work as effectively and as excellently as those with experienced and well-versed
teachers of the Multigrade System.

EDUCATIONAL POLICIES IN MULTI-GRADE TEACHING

1. DO 96, S. 1997 – POLICIES AND GUIDELINES IN THE ORGANIZATION AND

OPERATION OF MULTIGRADE (MG) CLASSES
Pursuant to the provisions of the Constitution that the State shall protect and promote
the rights of all citizens to quality education at all levels and take appropriate steps to make
education accessible to all, it is a declared policy of the DECS to build a school in school-less
barangays where enrolment and population growth trends warrant the establishment of new
schools and to organize multigrade classes to offer the complete six (6) grade levels to children
in the remote barangays.
In support of this program, the following policies and guidelines in the organization
and operation of Multigrade Classes in the country are being issued:

Definition. A multigrade class is defined as a class of 2 or more grades under one teacher in a
complete or incomplete elementary school.

Organization of Multigrade Classes

Regional Directors and Schools Division Superintendents shall organize Multigrade
classes to provide access to schools for children in far-flung barangays and to complete
incomplete schools. The minimum enrolment of 8 pupils and the maximum of 35 pupils per
class shall be observed. Whenever possible and when teachers and other facilities warrant, MG
classes composed of more than three (3) grades per class should be converted to at most 3
grades to a class.

School Plant, Facilities, and Furniture of Multigrade Classes

Regional Directors and Schools Division Superintendents give priority to multigrade
classes in allocating 3-room school building to MG classes without standard building or where
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ELEC 1 Teaching Multigrade Classes

the existing building is in need of total rehabilitation. The existing standards for school
buildings shall apply to MG schools.
The classroom layout as well as furniture should facilitate multigrade teaching and
learning. It should allow for: grouping/regrouping of school children according to age, grade
level, ability level or interest; the creation of learning center or comers; and easy circulation of
both teachers and students.

Minimum Multigrade Instructional Package (MIP) for teachers which shall consist of:
1) Minimum Learning Competencies for MG Classes (MLC-MG),
2) Budget of Work for MG Classes (BW-MG).
3) Lesson Plan for MG Classes (LP- MG), and
4) Multigrade Teachers Handbook (MG-HB).

Minimum Learning Package (MU) for multigrade pupils consisting of:

1) textbooks in all learning areas on at least 1:2 textbook-pupil ratio or as much as
possible on a 1:1 ratio,
2) the Multilevel Materials (MLMs) on at least 1 set to 3 pupils ratio.

Allocating teacher items and/or assigning teachers

In assigning teacher items, priority should be given to schools with multigrade classes
having an enrolment of more than 35 per class and classes with more than 3 grades to a class.

The Multigrade Curriculum and Program

Multigrade schools/classes shall offer the New Elementary Schools Curriculum
(NESC) and adopt any of the suggested class program. Divisions may use any of the suggested
program options found in Enclosure 3 on a tryout basis and report on the findings of the
experiment after one school year. Full implementation or use of a program should be based on
results of the tryout.

Support, Welfare and Incentive Program 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 to provide them with
technical as well as instructional support. In consideration, of the difficulty in reaching
these schools due to distance and poor and/or irregular transportation facilities,
principals or supervisors are authorized to collect actual transportation expenses
incurred during monitoring and/or supervisory visits.

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ELEC 1 Teaching Multigrade Classes

• regular training of MG teachers on multigrade teaching in the district, division and /or
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 lodging place of teachers/school administrators whose residences are considerably
far from the school.
• granting of the Special Hardship Allowance tor MG Teachers (SHA-MG). All MG
teachers qualified to avail of the “Hardship Allowance to Eligible Public-School
Teachers” provided for in DECS Order No. 73. s. 1996, shall receive said incentive
under the said scheme. However, MG teachers who shall not meet the requirements
stipulated in the same scheme shall be granted the “Special Hardship Allowance for
MG Teachers” for handling multigrade classes. Criteria for the availment of the
Hardship Allowance for multigrade teachers shall be issued in separate DECS Order on
a year-to-year basis.

2. DO 81, s. 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 the organization of monograde classes.
To address recurring issues in the implementation of 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;

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• 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 on the implementation of MG program shall
be conducted at the division level. Monitoring report on the findings/results shall serve as basis
for planning enhancement programs and policy formulation at all levels.

3. DO 08, S. 2018 – GUIDELINES ON THE UTILIZATION OF THE 2018

FINANCIAL SUPPORT FOR MULTIGRADE SCHOOLS
One of the continuing initiatives of the Department of Education (DepEd) along its thrust
of increasing access to quality elementary education is strengthening the implementation of the
Multigrade Program in Philippine Education (MPPE).
The MPPE addresses pressing concerns and issues on the provision of customized
teaching and learning materials for multigrade classes and professional development of
teachers.
To support the plans to effectively implement the multigrade program, DepEd issues the
enclosed Guidelines on the Utilization of the 2018 Financial Support for Multigrade
Schools which stipulate the procedures on fund release, utilization, reporting, and liquidation.

IMPLICATIONS FOR TEACHING IN MULTI-GRADE CLASSROOM

What is Multi-Grade Classroom?
The Multi-Grade Classroom framework contemplates the various specific conditions in
rural education and sets up the structure so as to offer help to educators to covey classrooms,
curriculum, syllabus, etc., seamlessly to individuals.
The Multi-Grade school is the main feasible school arrangement is formulated to center
around enhancing the teaching and learning conditions for student’s mental and physical
growth.
EduSys’s Multi-Grade classroom exhibits an amazing instructive tool for advancing
autonomous and individualized learning. This sorts of teaching and learning is an incredible
focal point since the education program is acclimated to the explicit needs of the individuals
and consequently adds to better learning results.

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What are Advantages and Disadvantages of Multi-Grade Classroom?

Advantages of Multi-Grade Classroom
• A Multi-grade class brings together students and teachers while preparing better stages
of development in a learning environment.
• Students Performance: Students can develop healthier social relationships, positive
attitudes and enhance leadership, organizational, listening, sharing, and many other
important skills
• Easy-to-Use: Teachers can create effective syllabus and curriculums plans for students
• Improve Learning: Problem-solving, higher-level thinking, and learning methods
develop at an earlier point with multi-grade classrooms; simply because of the
immersion experience that brings students together
• Student-Teacher Relationship: A Single teacher, or the group of teachers responsible
for the multi-grade classroom, typically stay with same students until they graduate to
the next level. This garners the opportunity for students to work with the same teachers
for several years instead of having to meet new teachers at the beginning of each new
school year.
• Pre-learning and Re-teaching: Students are continuously exposed to re-teaching, as
they listen in on, and benefit from lessons which are being taught. Students are also
exposed to pre-teaching. This both prepare and stimulate the young students thinking.
• Better Classroom Management and Organization
• Teacher can teach two and more grades at same time

Disadvantages of Multi-Grade Classroom

• Multi-Grade system is difficult to implement in large schools with heavy population
• Textbooks in use for teaching only meet the need of mono-grade teaching
• schools practicing multi-grade teaching often suffer from inadequate material resources
• In remote areas, teachers’ passivity, irregularity, ill planning, non-accountability and
engagement in non-academic pursuits create and maintain a low school profile

MULTIGRADE, MULTIAGE & MULTILEVEL/COMPOSITE

What is Multigrade teaching?

✓ A Multigrade class is made up of students in several (two or three) grade levels with
one teacher for an entire school year.
✓ Multigrade schools are those which have classes that combine students of different ages
and different abilities in one classroom.
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✓ A Multigrade class involves students of different ages and developmental levels, with
different skills and learning abilities learning together with one teacher.
✓ Multigrade 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.

What is the difference between Multigrade, Multiage and Multilevel/Composite groups?

Multigrade we have already defined as a class of more than one grade level taught by
the same teacher in the same room, but it is the way that the students are taught and the
organization of the teaching program that differs.

Multilevel/Composite classes
Multilevel or Composite classes are two or more classes working in the same room with
one teacher, but usually with separate programs.
For example, the Grade 4 will be following the syllabus for their grade, and the Grade
5 likewise. The curriculum is still structured and taught strictly in separate grades. This sort of
teaching is syllabus driven; the teacher sticking rigidly to the curriculum for that level.

Multi-age.
There can be a wide range of ages in anyone class, varying by quite a number of years
sometimes. In the traditional class, all students in the class will be working on the grade
curriculum, despite their age differences. In this sense, the teaching is also syllabus driven, as
there is no special consideration for the differences in age or ability.

Multigrade teaching is different in two main ways:

The curriculum for the grades being combined is integrated, that is, common elements
from the different year programs are combined into one program for the class. There is not two
or three separate programs operating, just one that provides different levels of challenge to the
students
The learning is student centered, not grade level centered, so students have the
opportunity to work at their level of ability, through the different levels of activities provided
by the teacher. The needs of the student determine the teaching and learning; learning is student
driven.

What Multigrade is Not?

✓ Multigrade is not one teacher running between two classrooms to teach two separate
grades with separate programs.
✓ Multigrade is not two classes working in isolation in the same room, seated at each end
of the classroom and being taught separate programs by one teacher.

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