Republic of the Philippines

LEYTE NORMAL UNIVERSITY

College of education
Tacloban City

Activity 1. Answer the following questions in relation to the above content. Write your answer in the
space provided after every question. You will be rated according to the following criteria:

1.What are the most noteworthy advancements in the history of implementing Multigrade
teaching and learning?

The most noteworthy advancements in the history of implementing multigrade teaching and
learning are; First, it promotes Professional development, teachers in multigrade classes have
attended a lot of training to give their learners an effective classroom strategy, methods,
differentiated instruction, and to meet the learners different learning style. Second, multigrade
teaching and learning provide give the learners their rights to learn, the constitutional mandate in
the article 14 of bill of rights. Third, the curriculum flexibility, this has been developed to address the
learners different learning styles and multiple intelligences. Fourth, through collaboration with other
local and international people who are expert in the field, it helps the teachers to learn new practices
and foster continuous learning to give the learners a good quality education. And last, Evidence
based practice, many researchers explore the effectiveness of multigrade classroom in academic
achievements, multigrade teaching also improve learners critical thinking skill because teachers use
the learner centered approach where the teachers are just the facilitator of learning and teachers
also use different learning strategies to improve the teaching and learning.

2. Conduct research on the latest Department of Education Orders or Memoranda related to

Multigrade practices in the Philippines. Summarize the key points of the Orders or Memoranda
and present them to your classmates during class.

1. DO 81, s. 2009 Strengthening the Implementation of Multigrade Program in Philippine

Education

Key Points of DepEd Order No. 81, s. 2009

• Multigrade Education is one of the Department’s strategies to provide access to quality
education for all school-age children specially 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:
1. Strict implementation of Special Hardship Allowance for Multigrade Teachers.
2. A core of division and regional MG trainers will be in charge of a continuous standards-
based professional development program that will train assigned teachers in multigrade
instruction.
 3. The Multigrade Teach-Learn Package and the Multigrade Training Resource Package
are provided by the Bureau of Elementary Education.
4. For the division-based training of MG teachers, a core group of trainers has already
been gathered and set up. Training will be provided on an ongoing basis with funding
support from the Bureau of Elementary Education.
5. Within a period of two years, multigrade teachers who have received training must
not be moved to a different school. It is highly encouraged that all divisions give these
teachers additional incentives.
6. Division-level monitoring and technical support for the MG program's implementation
must take place on a regular basis. The findings and results of the monitoring report will
be used as the basis on planning improvements programs and formulating policies at
all levels.
.

2. MAY 17, 2010 DO 63, S. 2010 – ENHANCING DEPED ORDER #81, S. 2009
“STRENGTHENING THE IMPLEMENTATION OF THE MULTIGRADE EDUCATION
PROGRAM IN PHILIPPINE EDUCATION”
Key points of the DepEd Order 63, S. 2010 entitled, enhancing DepEd order #81, s. 2009
“Strengthening the Implementation of the Multigrade Education Program in Philippine Education”
• The order specifically targets schools in far-flung areas where enrollment is insufficient in
opening mono-grade classes.
1. Policy
• Multigrade Program in Philippine Education (MPPE) act as a mechanism for increasing
access to quality elementary education.
2. Financial support
• Provides Financial support to the schools and divisions that participate in the program
3. Fund allocations
• Subsidies are intended for augmentation of Division Maintenance and Other Operating
Expenses (MOOE).
• Funds can be used for activities outlined in School Improvement Plans (SIPs) related to
multigrade education with the following specific for the activities of the multigrade (MG)
schools
31. Improving the learning environment
3.2. Development activities for children like educational tours; camping; leadership
training; school, division, regional contests in English, Science and Mathematics;
training on Information and Communication Technology (ICT)
3.3. Procurement of instructional and reference materials
3.4. Professional development of teachers and principals
3.5. Conduct of school-based trainings
3.6. Reproduction/printing of instructional/support materials with the MG Lesson.
References:
Department of Education [DepEd]. (2009, July 24). Strengthening the implementation of multigrade
program in Philippine education. deped.gov.ph. Retrieved February 20, 2024, from
https://www.deped.gov.ph/2009/07/24/do-81-s-2009-strengthening-the-implementation-of-
multigrade-program-in-philippine-education-amended-by/
Department of Education. (2010, May 17). MAY 17, 2010 DO 63, S. 2010 – ENHANCING DEPED
ORDER #81, S. 2009 “STRENGTHENING THE IMPLEMENTATION OF THE MULTIGRADE
EDUCATION PROGRAM IN PHILIPPINE EDUCATION.” deped.gov.ph. Retrieved February 20,
2024, from https://www.deped.gov.ph/2010/05/17/do-63-s-2010-enhancing-deped-order-81-s-
2009-strengthening-the-implementation-of-the-multigrade-education-program-in-philippine-
education/