EED 20

Teaching Multi-grade
Classes

Module 1- Lesson 2
Supposing you will be assigned as a multigrade teacher, which area do you
think you can effectively implement? Highlight the word/s that corresponds
to your answer.

• Teaching-learning process
• Classroom Organization
• Curricular development
• Teaching-learning materials
• Assessment
• Learning environments &Facilities
describe the status of identify solutions to the
multigrade teaching in the challenges in the
Philippines and strategies of implementation of
multigrade teaching in cite the positive outcomes multigrade teaching.
Southeast Asia; /advantages as well as the
drawbacks/challenges of
multigrade teaching; and
 EED 1
Teaching Multi-grade
Classes

Module 1- Lesson 2
A. Practices and B. Status of C. Positive
Strategies in Multigrade Outcomes and
Implementing Teaching in the Drawbacks of
Multigrade Philippines Multigrade
Instruction Classes
 SEAMEO INNOTECH
conducted a workshop in
2010 to identify the
quality indicators of
multigrade instruction in
Southeast Asia. It was
revealed that the
practices and strategies
in Multigrade Instruction
varied in the following
areas:
 Students may be
combined by grade (e.g.,
Cambodia & Philippines) •
or based on their
abilities or achievements
(e.g. in Malaysia &
Myanmar), while the
quasi-multigrade
approach is used in
Timor-Leste.
 Peer tutoring

Cooperative learning Self-regulated learning &

activities differentiated instruction
Setting spacious areas Having learning centers
that can accommodate and group task boards.
mixed-grade activities.
 localized curricula and
needs-based curriculum

Varied curricula may be integration and "jump

used as prescribed national jump" approaches, modular
curricula. curricula
 The national
government may
provide syllabi,
teachers' manuals,
textbooks, self-
instructional and peer
learning modules, and
reference materials, or
teachers produce their
own teaching-
learning materials.
Assessments may be done Diagnostic
by the teacher (internal) Formative
or the national Periodic assessment
government (external). Self or peer assessment
Three-party
partnerships with the
DepEd, SEAMEO-
INNOTECH, and
UNICEF
a. partial to
adequate compliance
for the overall quality
of the MPPE
b. adequate compliance: organization of classrooms, class programs,

capacity building, and hiring of teachers and movement staff.

c. Appropriate classroom organizations have been implemented in

terms of class size and grade combinations, adherence to appropriate

class schedules, and active participation in training programs and are

managed and operated by qualified teaching staff.

 (i) Combining Kindergarten
class with levels of upper grade

(ii) Lack of training in (iii) Lack of multigrade teacher

contextualizing teaching and preparation, non-inclusion of
learning materials, especially in multigrade teaching in Teacher
the absence of MTB-MLE Induction Programs before
resources multigrade setting deployment
(iv) Fast multigrade
teacher turnover.
school facilities, basic resources for teaching
classroom features; and learning, including
teacher incentives; MTB-MLE resources; and
allocation of funds.
Of the multigrade schools that were part of the study,
• 78.71 % were found in rural areas
• 4.06% were situated in coastal areas, riversides, and
small islands
• 90.6 % found out that the pupils are indigent and
recipients of the "4Ps" cash assistance program for the
poor
• 55.75% wasted or malnourished
• 6.95% indigenous
• 32.29% over-aged
• 19.72% of child laborers
• 19.06% have disabilities
• 5.75% abandoned children
• 2.41% homeless or displaced
• 1.55% chronically ill
• 1.55 % abused
• 0.64% are conflict with the law at an early
age, and
• 0.49% are street children
 (a) it can develop independent learning
Aryal, P. et al (2003)
identified the following
positive outcomes and b use of pupil-centered teaching approaches
drawbacks of multigrade
classes. The positive
(c) material revision is easier
outcomes are:

(d) it increases pupil interaction

(e) students advance at their own pace

(f) it utilizes the concept of monitoring and peer tutoring

g) it supports group learning.

Aryal, P. et al (2003), the drawbacks are :

(a) if multigrade programs are not supported, there is a possibility

of low student achievement in multigrade schools;

b)multigrade teaching requires more time and organizational skills

from teachers

c) teachers require intensive training with special emphasis on

teaching materials

(d) students often have to work independently

Likewise, Mathot, G.B.
(2001) identified the
(a) when the techniques of teaching multigrade classes are mastered,
advantages and students in multigrade classes can be among the high performers;

challenges of
Multigrade Teaching.
b) teachers can address various social issues, such as the promotion
The advantages are: of health, agriculture and microfinance;

(c) low ratio of students to teachers; and

(d) a chance to have highly individualized teaching

(e) an opportunity for the students themselves. to develop

management, leadership, and cooperative skills
 Likewise, Mathot, G.B.
a) In training colleges, the skills needed to handle (2001) the challenges
students and teach in a multigrade setting are typically are:
not taught

(b) Teachers are required to know and effectively teach

different subject areas

(c) In addition to those needed in the particular subject

areas, the teacher is expected to have a variety of
abilities and talents
 SEAMEO ("Quality Indicators of Multigrade Instruction in
Southeast Asia", 2012 provided suggestions to overcome the
challenges in the Multigrade Instruction in Southeast Asia:

1. Changing Perceptions Among Stakeholders What can be done:

Challenge: a) Campaign to raise awareness and support

• There is a lack of recognition, interest in, and among stakeholders.

intervention in multigrade instruction by the b) Present best practices and the advantages of

government, community members, and other multigrade teaching with the help of the media.

stakeholders.
 SEAMEO ("Quality Indicators of Multigrade Instruction in
Southeast Asia", 2012 provided suggestions to overcome the
challenges in the Multigrade Instruction in Southeast Asia:

2. National- and Local-Level Management, What can be done:

a) Consider multigrade classes in educational
Monitoring, and Evaluation
planning.
Challenges: b) Incorporate multigrade instruction in the

• Multigrade schools are not adequately teacher education curriculum.

c) Perform daily multigrade monitoring and
considered in strategic planning, monitoring,
assessment of instruction.
and assessment. d) Conduct forums where issues are addressed.
 SEAMEO ("Quality Indicators of Multigrade Instruction in
Southeast Asia", 2012 provided suggestions to overcome the
challenges in the Multigrade Instruction in Southeast Asia:

4. Instructional Techniques and Teacher What can be done:

a) Organize partners for constructing and
Support enhancing environments, buildings, facilities, and
Challenge: materials.
b) Make curricula contextualized and localized.
Multigrade teaching needs to provide quality
c) Create a system for teachers and schools to
instruction. exchange locally produced multigrade materials.
d) Encourage society to support a multigrade
system.
 SEAMEO ("Quality Indicators of Multigrade Instruction in
Southeast Asia", 2012 provided suggestions to overcome the
challenges in the Multigrade Instruction in Southeast Asia:

4. Instructional Techniques and Teacher What can be done:

a) Give pre-and in-service training and do inter-
Support school visits.
b) Establish legislation addressing the wages and
Challenge: working conditions of multigrade educators.
Incentives for multigrade teachers must be given.
Multigrade teaching needs to provide quality c) Teacher recruitment should be done only after
three years based on localization laws and
instruction.
reassignment.
d) Conduct capacity building for teachers and
administrators.
 SEAMEO ("Quality Indicators of Multigrade Instruction in
Southeast Asia", 2012 provided suggestions to overcome the
challenges in the Multigrade Instruction in Southeast Asia:

5. Assessing Student Performance The following steps can be taken:

Challenge: a) National tests provided to assess student

Evaluation does not reflect the students' success should understand the learning

performance, given the unique circumstances background.

surrounding multigrade teaching. b) Different modalities of evaluation should be

used.
Do you have any
questions for me?