Teaching Multigrade Classes

Multigrade Teaching
- it is composed of pupils not just from different grade levels, but are also from diverse age
groups, developmental stages, interests, cultures and abilities
- two or more grades under one teacher
- opposite of Monograde Classes
- far-flung areas (mountain, islands)
- 8 to 35 pupils
History of Multigrade Class
➢ 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 its emergence, it has simply become the norm (Miller, 1989) and has become
the organizational unit of the school. However, the multigrade classes 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)
➢ The socio-economic conditions in countries where multigrade classes are found
vary. Generally, the multigrade classes in industrialized countries have sufficient
resources as compared to developing nations where the communities are
economically poor. Thus, multigrade education is essential in these poor, rural, and
remote locations as part of the effort to widen and improve access to quality
education for all. It is a cost-effective means of increasing student attendance and
student achievement.
Conditions Where Multigrade Teaching Arises - Little, A. (2004)
1. schools with low population
2. classrooms are distributed at various locations
3. decline of the number of students
4. children go to more popular schools
5. the number of students exceeds official class size requirements, causing students from
different grade levels to be combined
6. high teacher absenteeism
7. less deployment of teachers
8. pedagogical purposes.
Why Multigrade Classes Exist
–SEAMEO-INNOTECH (Quality Indicators of Multigrade Instruction in Southeast Asia,
2012)
1. the provision of complete education or access to services in rural, thinly populated areas
(Thomas and Shaw, 1992, as cited in "Quality Indicators of Multigrade Instruction in
Southeast Asia", 2012)
2. declining populations of students in small towns and villages in European countries
3. in some nations like Zambia, budgetary and manpower constraints made them unable
to create and sustain full-fledged schools
4. geographical characteristics of countries are affected by limited student populations or
inaccessibility
5. commitment to fulfill certain international and national obligations.
Roles of a Multigrade Teacher
Multigrade Teacher
➢ Researcher- She/he has to know the needs of the community and must conduct
studies on strategies and techniques that promote engagement and achievement
in learning.
➢ Facilitator- the teacher should be familiar with his or her pupils and their
experiences to be able to effectively facilitate the class. Most teachers take on an
important role in the local community because of their experience, status and
obligation.
➢ Community Liaison or Resource Persons- In order to enhance the quality of the
educational services offered by multigrade schools, support and assistance from
the local community is required.
➢ Social Worker or Counsellor to the students and the community.
➢ Evaluator- the teacher ensures a good standard of education by keeping track of
the Tearing of the students.
➢ Material Designer- as she designs instructional materials suitable for the learners in
a multigrade classroom as well as a
➢ Financial Supervisor- she/he manages the school's finances.
➢ Parent Trainer - she/he trains volunteer-parents who help facilitate the class.
➢ Surrogate Parent - the atmosphere is more like that of a home in a multigrade
classroom. Thus, the teacher often becomes a surrogate parent to the pupils.
Bases of the Multigrade Program in the Philippines
1.Article XIV of the 1987 Philippine Constitution
Section 1. "The state shall protect and promote the right of all citizens to quality education
at all levels and shall take appropriate steps to make education accessible to all, Section
2.1 "The state shall, establish, maintain and support a complete, adequate and integrated
system of education relevant to the needs of the people and society'
 2. The Department of Education
In D.O. #96 s. 1997, the following guidelines were stipulated with regard to Multigrade
Classes (MG):
(i) protect and promote the rights of all citizens to accessible quality education at
all levels,
(ii) complete six (6) grade levels to children in the remote barangays,
(iii) a multigrade class is defined as a class of 2 or more grades under one teacher in
a complete or incomplete elementary schools,
(iv) the class size is 8 to 35 pupils,
(v) construction of 3-room school building for MG classes,
(vi) classroom layout should provide for grouping or regrouping,
(vii) the provision of textbooks and other resources, and;
(viii) allocating teacher items and/or assigning teachers in multigrade classes
(ix) providing support, welfares and incentive program for multigrade: teachers
such ass regular monitoring of MG classes, regular training off MG teachers, designated
lodging place of teachers, granting off the Special Hardship Allowance.”
In D.O. #81 s. 2009, the following guidelines were stipulated with regard to Multigrade
Classes:
(i) provide access to quality education for all school-age children in remote
communities,
(ii) (ii) to respond to the issues in the implementation of DepED Order No. 96, s.
1997, the following guidelines are issued:
a) strict implementation of Special Hardship Allowance for Multigrade Teachers,
b) assigned teachers should be trained on multigrade teaching,
c) provision of training resources and learning package,
d) training of core of trainers for MG teachers
e) service of 22 years before a trained multigrade teacher is transferred.'
3. International Initiatives Support the Implementation of Multigrade Programs
➢ In Southeast Asia, the creation of multigrade schools responds to international
commitments to EFA, the Millennium Development Goals, and the Convention on
the Rights of the Child (SEAMEO INNOTECH Research Updates, n.d.)
a) EFA (Education for All)
➢ The UNESCO (United Nations Educational, Scientific and Cultural Organization)
commits to the achievement of "full and equal opportunities or education for all
(EFA). In addition, Article 26 of the 1948 Universal Declaration of Human Rights
states that: "Everyone has the right to education. Education shall be free at least in
the elementary and fundamental stages. Elementary Education shall be
compulsory" (Mundy & Manion, 2021). outcomes are achieved by all especially in
literacy, numeracy and life skills"
The following two EFA goals have their implications in creating situation for multigrade
teaching in different countries: (Aryal, et al, 2003)
Goal 2: "Ensure that by 2015 all children, particularly girls, children in difficult circumstances
and those belonging to ethnic minorities, have access to and are able to complete primary
education that is free, compulsory and of good quality"
Goal 6; "Improve all aspects of the quality of education and ensure excellence of all so
that recognized and measurable learning
b) The Millennium Development Summit and the Millennium Development Declaration in
2000 set out eight Millennium Development Goals (MDGs). MDG No. 2 is "Achieve
universal primary education" (Mundy, K., & Manion, C., 2021).
c) Education for Sustainable Development Launched in 2015 at the United Nations
Sustainable Development Summit, the seventeen Sustainable Development Goals (SDGs)
of the 2030 Agenda for Sustainable Development officially came into force on January 1,
2016. SDG 4, focusing on quality education, aims to ensure "Inclusive and equitable quality
education and promote lifelong learning opportunities for all' (Mundy, K., & Manion, C.,
2021).
Underpinning Philosophies and Principles of Multigrade Teaching
➢ Constructivist educators focus on how students make sense of their experiences
and socially construct meanings. (Dossey 1992; Sierpinska & Lerman, 1996 as cited
in Brown, B., 2010).
➢ Multigrade teaching then implies that in a student-centered environment, learning
is more likely to flourish. Multigrade teaching is best practiced in a setting where
learners can engage and work together (Little, 2005; Kyne, 2005; Lingam, 2007 as
cited in Brown, B., 2010)
➢ Another key constructivist perspective sees learning as occurring through problem
solving and language- based practice
➢ Multigrade teaching studies have strongly put forward techniques for designing
multigrade teaching for collaborative knowledge building through social
negotiation (Tsolakids et al. 2005, as cited in Brown, B. 2010) Students can find
learning meaningful by incorporating pedagogical methods such as independent
research, peer tutoring, and small group instruction (Lingam, 2007 as cited by
Brown, 2010)
➢ Learning is a social process. Consequently, the family, as part of the learner's social
life, is very important in the learning process.
➢ Cooperative learning is key in multigrade classes because effective learning takes
place when the students collaborate with each other to generate new knowledge
in a student-centered environment (Msimanga, 2021). Cooperative learning involves
learners in specific assignments or activities in order to achieve task-related
outcomes.
 ➢ Differentiation refers to how the same teacher organizes learning for different
individuals and/or groups of learners. Differences may be that of subjects taught,
input/stimulus, learning, and expected outcomes (Little, 2004)
From the above discussion of multigrade teaching philosophies and approaches, we can
surmise that multigrade teaching adheres to the following principles:
(1) Children are unique.
(2) Children can learn best from experience.
(3) Children can do and learn well from one another.
(4) The role of the teacher is to provide a conducive learning environment.
(5) The curriculum must cater to varied interests, abilities and levels.