Group 1

PRACTICES AND
STRATEGIES IN
IMPLEMENTING
MULTIGRADE INSTRUCTION
 SEAMEO INNOTECH

to identify the quality indicators of

multigrade instruction in Southeast Asia
Cambodia, Indonesia, Malaysia, Myanmmar,
Philippines, Thailand, Timor-Leste, and
Vietnam
It was revealed that the practices and
strategies in Multigrade Instruction varied in
the following areas:
1. Organization

2. Teaching- learning process

3. Learning environments and facilities

4. Curricular development and

implementation
5. Teaching-learning materials

6. Assessment

3. Learning environments and facilities

 Organization

Students may be combined by grade

(Cambodia and Philippines)
Based on their abilities or achievements
(Malaysia and Myanmar)
Quasi-multigrade approach (Timor-Leste.)
 Teaching Learning process

It uses different approaches

Learning environments and facilities

Setting spacious areas that can accommodate

mix grade activites
Curricular development and implementation

Varied curricula may be used such as

prescribed national curricula
jump jump approaches
modular curricula
localize curricula
needs-based curricula
 Teaching-learning materials

National government may provide syllabi,

teachers’ manual, textbooks, self-
instructional, peer learning modules, and
reference materials
 Assessment

May be done by teacher or by the national

government
STATUS OF MULTIGRADE
TEACHING IN THE
PHILIPINNES
A three-party partnership with the Department of
Education, SEAMEO-Innotech, and UNICEF in 2017
reviewed the effectiveness of the Multigrade Program for
Education in the Philippines.

The study disclosed the following:

a. The overall quality of the implementation of MPPE demonstrates
evidence of partial to adequate compliance of different program
components with existing policies.
b. In the following areas, there was adequate compliance: organization
of the classroom, class programs, capacity building, and hiring of
teachers and movement of staff
c. Appropriate classroom organizations have been implemented in
terms of class size and grade combinations, adherence to appropriate
class schedules, active participation in training programs and are
managed and operated by qualified teaching staff.
The following challenges hinder full compliance with existing policies:

i. combining kindergarten class with upper grade

ii. lack of training in contextualizing teaching and learning materials,
especially in the absence of MTB-MLE resources.
iii. lack of multigrade teacher preparation, non-inclusion of multigrade
teaching in Teacher Induction Programs prior to multigrade setting
deployment
iv. Fast multigrade teacher turnover
Of the multigrade schools that were part of the study;
a. 78.71% were found in rural areas
b. 4.06% situated in coastal areas, riversides, and small islands
 Positive Outcome/Advantages and
Drawbacks/Challenges of Multigrade
Classes •Aryal, P. et al (2003)
 7 Positive Outcome/Advantages

a. it can develop independent learning

b. it makes use of pupil-centered teaching approaches
c. material revision is easier
d. it increases pupil interaction e. students advance of
their own pace
f. it utilizes the concept of monitoring and peer tutoring
g. it supports group learning
 4 Drawbacks/Challenges

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 w/ special emphasis
on teaching materials d. Students often have to work
independently
Matrot, GB (2001) -identified 5
advantages and 3 challenges of
Multigrade Teaching
 Advantages of Multigrade Teaching

a. students in multigrade classes can be among the high

performers
b. Teachers can address various social issues; health,
agriculture, and microfinance
c. Low ratio of students to teachers
d. Chance to have highly individualized teaching e.
Opportunity for the students themselves to develop
management, leadership, and cooperative skills
 Challenges of Multigrade Teaching

a. The skills needed to handle students and teach in a

multigrade setting are typically not taught
b. Teachers are required to know and effectively teach
different subject areas.
c. Teachers are expected to have a variety of abilities and
talents.
TOPIC 3: IMPLICATIONS
FOR TEACHING IN
MULTIGRADE
CLASSROOM
 Multigrade Classroom

several grades or divisions are taught

simultaneously in the same classroom by a single
teacher.
Advantages of Multigrade
Classroom
a multigrade class brings together students and teachers
while preparing for better stages of development in a
learning environment.
Students can develop healthier social relationships, and
positive attitudes and enhance leadership, organization,
listening, sharing, and many other important skills
Teachers can create effective syllabi and curriculums plans
for students.
with multigrade classroom, they can improve their learning
and develop their problem solving skills, higher level
thinking, and many more.
a single teacher, or the group of teachers responsible for the
multigrade classroom, typically stays with the same students
until they graduate to the next level.
Students are continuously exposed to re-teaching, as they
listen in on, and benefit from lessons being taught. Students
are also exposed to pre-teaching
Teacher can teach two or more grades at the same time.
 DISAdvantages of
Multigrade Classroom
Multigrade system is difficult to implement in large schools
with a heavy population.
Textbooks in use for teaching only meet the need of mono-
grade.
Schools practicing multigrade 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.
TOPIC 4: MULTI-GRADE, MULTI-AGE
AND MULTI-LEVEL CLASSROOM
Multigrade Teaching

A multigrade class is made up of students in several (two or

three) grade levels.
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 for all those years.
Difference between Multigrade, Multi-
age, and Multilevel/Composite groups
 Multigrade

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.
 Multi-age

There can be a wide range of ages in anyone class,

varying by quite number of years sometimes. In the
traditional class, all students in the class will be working
on their 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.
 Multilevel

are two or more classes working in the same room

with one teacher, but usually with separate
programs.
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.
Thank
You