(1) MULTIGRADE: THE CLASSROOM LEARNING AS A ENVIRONMENT AND  Classroom Management: Effective management strategies create a
ITS ENVIRONMENT conducive environment for learning.
Multigrade Classroom
 A multigrade class is composed of children in several 3 grade levels
with one teacher for an entire school year.
 This means that a multigrade classroom involves children of different
ages and developmental levels, with different skills and abilities,
learning and working together with the guidance and supervision of
one teacher.
Multigrade schools
 are those which have classes that combine students of different ages
and different abilities in one classroom. There may also be adults
who assist the teacher depending on how a teacher is able to
mobilize parent or community involvement.
In the Philippine public system, classes with two grade levels with in one
classroom with one teacher are referred to as combination classes.
Example of Combination Classes:
Those with three grade levels are called multigrade classes.
Multigrade classes can also be called multi-level classes.
IN CLASSROOM LEARNING AS A ENVIRONMENT
 The teacher should know how to manage the classroom properly like
the cleanliness, the fresh air, the design and the color combination of
the room so that his/her students feel like comfortable and safe.
IT’S ENVIRONMENT
 Physical Environment: The classroom layout, seating arrangement.
Teachers must organize the space to accommodate different grade
levels.
 Psychosocial Environment: Encourage student participation and feedback
in setting classroom rules, goals, and expectations.
(2) HISTORY OF MULTI-GRADE CLASSES
Will a teacher not hold class if there are just a few enrollees?
Should a student dropout if the school is far from home or there is
not enough teachers and classroom?
If you ask the Department of Education (DepEd), the answer is
no, because it continues to find ways to bring children to school in
order to complete their basic education.
Education Secretary Armin Luistro said most of the students
attending multigrade classes are learners who belong to isolated and
financially challenged communities, are indigenous peoples, and reside in
far-flung mountains and islands where schools are far apart from each
other.
“This is part of our thrust to democratize access to education and make the
learning experience inclusive to as many sectors. In effect, we are bringing
more students to school,” he added.
In the Philippine public school system, classes with two grade levels
inside a single classroom and handled by the same teacher are called
combination classes. Classes with three grade levels conducted in one
classroom and handled by a single teacher are called a multigrade or
multilevel class.
This means that children with different skills and abilities,
developmental levels, and needs are mixed in a class and work together
under the guidance of one teacher. “The truth is, long before multitasking
became
a buzzword, our teachers were actually already living up to the word,”
Luistro said.
Although the DepEd has always recognized the existence of multigrade
classes, it was only in 1990 that the department started to consider the
formal organization and continuing operation of multigrade classrooms all
over thecountry in keeping with the goal of Education For All.
 In the 1800’s, Multi-Grade originated in America one-room schools
consisted of students of varied ages and abilities. Student learned together
as a single class.
In fact, the first government schools in North America and Europe
were multigrade classes. 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 large increasing of students.
Multi-Grade classes is an innovative approach implemented by the
Department of Education (DepEd) to provide accessible schooling in remote
areas, addressing teacher shortages and limited school facilities.
This approach, adopted by various countries including Philippines,
ensures that all school-age children in remote villages have access to
education and can complete their elementary-level education.
WHAT IS ACTUALLY A MULTI-GRADE CLASSES?
A multi-grade classes is defines as a class composed of three or more
grades with one teacher in a complete or incomplete elementary school. It
is a program were it is seen as a practical solution to address barriers to
education such as access and inclusion.
It is also referred to variously in the literature as ‘multilevel’,
‘multiple class’, ‘composite class’, ‘vertical group’, and in the case of one
teacher schools,‘unitary schools’. within the same grade are assumed to be
more similar in terms of age and ability.
Multiple teachers must recognize that students have different strength
and abilities, and that they prefer to learn in different ways. In multigrade
teaching, differentiation is used to cater to the varying needs of the
students.
(4) ORGANIZATION OF MULTI-GRADE CLASSES IN THE PHILIPPINES
⮚ Why is it necessary to organize multi-grade classes?
● Because the small number of students for each grade level, the
shortage of teachers, the distance from the community to the
nearest school, and the inadequacy of funds and classrooms are
reasons that necessitate the organization of multigrade classes.
Why multi-grade exist?
● Distance of the barrio and the small number of students for each
class.
● Shortage of funds, teachers, and school buildings
● Multigrade classes wer organized as a matter of necessities for
remote barangays where the number of children enrolled could not
meet the required number to organize a single grade class and assign
the necessary teacher from each class..
Why establish multi-grade class?
● Younger children learn a lot from older ones even without it being
planned.
● Older children get constant reinforcement of what they have learned
in previous year(s).
● Children's social skills mature earlier in multi-grade classes.
● Children become independent learners by the nature of the
classroom needs.
● The multi-grade classroom is more receptive and suitable to the
essential tenets of the new curriculum' that is child centered, activity
based, discovery methods, and group work.
● Children find their own level easier in a multi-grade class less likely
to feel different than in a single age, ‘single ability’ class.
(5) ADVANTAGES AND CHALLENGES OF MULTI-GRADE CLASSES
When we say multi-grade classes, it simply refers on having more than one
grade in the room, working independently or together. Multigrade classes is
being organized or implemented in order to promote and develop the
socializing skills of the students when they are dealing and interacting with
their classmates which is in higher or lower grade than them.
In multigrade classes, there are challenges to consider and despite of these
challenges there are many advantages of multigrade classes that we can
learn as we dig deeper.
Here are some of the advantages and challenges of multigrade classes:
I. For the Learners
A. Advantages
 Foster independence
 Offers the opportunities for collaboration
 Improve personal and social development
 Develop leader skills from an early age, positive attitude, effective
communication skills, and healthier social relationship
B. Challenges
 Less reliance on direct supervision by teacher
 May receive less individual attention from a less experienced teacher.
 Requires more discipline, greater concentration and more focus in order
to benefit from effective strategies.
 Requires more initiative and resourceful to function effectively.
II. For the Teachers
A. Advantages
 Can get to know students more and carefully assess their needs and adopt
appropriately teaching strategies.
 Can innovate and experiment with different age group and deal with
curriculum content across subject areas.
 More opportunities for activity-centered, experience-based approaches
rather than whole group, lecture/drill/rote method of teaching.
B. Challenges
 Requires more careful study of learner’s developmental characteristics
across the age level involved in the class.
 More investment in organization of the classroom as learning environment.
 Teachers in multigrade classes face difficulties in giving attention to every
child at the same time.
 More workload than a teacher in regular classes.
(6) REQUIREMENTS FOR EFFECTIVE MULTI-GRADE TEACHING
 What does effective multigrade teaching involve?
1) Systematic, well-organized and planned instructional delivery
and grouping.
2) A well-managed classroom that is conductive to learning
because the necessary resources are available and the
necessary discipline among the students has been developed so
that they can focus on learning.
3) A cooperative learning environment where self-directed
learning is balanced with teacher-directed activities, peer
teaching and group work.
4) A teacher who is well-prepared to actually serve as a
facilitator of learning rather than as the only source of
knowledge in the classroom and who is well-prepared to apply
 a variety of instructional strategies and techniques to suit the
varied needs of learners.
5) A well-designed curriculum that allows for and encourages
integration of subject matter areas and a variety of activities
as learning experiences for the students.
(7) LESSON 3: BASIC PRINCIPLES UNDERLYING MULTIGRADE TEACHING
1. Children Are Unique.
- Every child has its own needs, interest, experiences, and hobbies of their
own.
 -Each one of them has differences and similarities with each other
whether in terms of physical, emotional, and intellectual.
2. Children Learn Best from Experience.
- Children learn by doing using their senses, exploring their environment of
people, things, events and plaxes.
3. Children can and do learn well from one another.
- Children learn concretely as they works in groups or in pairs that different
people have different points of view.
- Through group, collaborative, and peer learning students can help each
other.
4. The role of teacher in a classroom involves setting up and managing a
learning environment.
- They play a variety of roles inside the classroom. One of these is tone the
classroom atmosphere and environment conducive to the child's learning
process, keep the class in control, manage each of the child's behavior, and
make sure that they will learn and enjoy the class.
5. The implementation of the school curriculum must take into
consideration the varied abilities, levels and interests within particular
group.
- Each of the students has different and individual needs. The school should
make sure that their individual needs, interests, and those culturally
diverse should be considered.
Principles Underlying teaching Multigrade class
1. Children Are Unique- Every child has its own needs, interest,
experiences, and hobbies of their
own. Each one of them has differences and similarities with each
other whether in terms of
physical, emotional, and intellectual. But, it doesn't mean that they
aren't unique individuals
because each one of them is unique on their own.
6. The value of any educational program will be judged according to how
well it can achieve the goals of the program.
- The school, the parent, and the teacher should work together to help the
child learn in and outside of the classroom.
7. Inter- aging or the combination of children of different ages is more
respectful of the individual needs of learners and reflects real-life.
- Inside a Multigrade classroom, students have different ages gaps and grade
level. Each of them has a unique learning style.
- Each of them is capable as long as they are given the right to be educated
and meet their needs
(8)THE COMPONENTS OF A MULTIGRADES CLASSROOM AS A LEARNING
ENVIRONMENT
What does the component of multigrade classroom?
1.LEARNER – the center of the educational process.
2.TEACHER - a critical figure in the teaching learning environment.
3.Other adults like parents and community members.
FACILITATOR
Someone who helps groups of people work together to achieve a shared goal
or attain better results.
INSTRUCTOR
Instructors may have teaching and research responsibilities at school.
MANAGER
They collaborate with employees and managers to support career
development and manage budgets and vendor relationships.
OBSERVER
To watch carefully especially with attention to details or behavior for the
purpose of arriving at a judgement.
EVALUATOR
Must be reflective, familiar and comfortable with concepts of adult
education and organizational learning, and willing and able to take the role
of facilitator.
PLANNER
It helps community manage the related economic, social, and
environmental issues tool to organize your time, tasks, and class
information.
(9) Human Resources
Human resources in an educational organization refers to all the
human beings working in that organization, including teachers, students,
administrators, and all other members of staff working in that organization.
The Human Resources in a Multi-Grade Classroom
The human resources in a multi-grade environment in a school are
the teachers and aides who work in the classrooms, as well as the school’s
support staff.
Different human resources in a multi-grade classroom
Teachers- The teacher’s role is to guide and engage each student in the
area of their grade level curriculum while encouraging them to share
information and work together. Questioning, critical thinking, creativity,
collaboration, and listening are key contributors to making this learning
environment work.
Responsible for planning and delivering instruction to students with diverse
learning needs and abilities across multiple grades.
Administrators- He/she shapes the vision and ensure the academic success
of all students, create a climate hospitable to education, cultivate
leadership in students and volunteers, oversee the operations, and plan
programs according to the needs of the school.
Provide support and resources to teachers, facilitate professional
development, and oversee the management of multi-grade classrooms.
Support Staff/Teaching assistant- Assist teachers with administrative tasks,
classroom management, and individual student support.
Skills Required for Human Resources for Multi-Grade Classroom
Classroom management
Classroom management represents an essential skill and knowledge
for teachers to achieve a better learning experience for the pupils.
Collaborative learning
Collaborative learning involves students working together and solving a
specific problem, completing a task, and solving a certain problem.
Using differentiated instruction
 Differentiated Instruction is a way to demonstrate how educators
incorporate strategies in addressing the needs, interests, and learning styles
of their pupils.
Connecting the teaching to real-life situation
Another classroom strategy for multi-grade teachers pertains to
relating their teaching to a real-life situation. This practice is a practical
way of education in which the teacher is making the classroom the real
world for pupils.
Integrating technology in teaching
Another classroom strategy for multi-grade teachers, as revealed
from their responses, is on integrating technology into teaching. This
practice can be done using digital tools in teaching.
Flexibility of the teacher
The flexibility of the teacher is also an essential factor in teaching
multigrades. Multi-grade teachers should be flexible and equipped with the
knowledge of using various strategies.
(10) THE PHYSICAL ENVIRONMENTAL RESOURCES
In multigrade classrooms, "the physical environmental resources"
encompass all the tangible elements within the learning space and the
materials utilized for instruction.
The Importance of the Physical Environment
 Sets the tone for learning: A well-designed environment can
promote a positive and engaging learning atmosphere, motivating
students and fostering a love for learning.
 Supports diverse needs: Different layouts, furniture arrangements,
and resources can cater to various learning styles, abilities, and age
groups within the multigrade classroom.
 Enhances collaboration and communication: Clearly defined
learning areas and flexible furniture can facilitate group work,
discussions, and peer-to-peer learning.
 Promotes organization and management: Effective organization of
materials and resources helps students find what they need quickly
and independently, reducing distractions and ensuring smooth
classroom flow.
Explanations: In multigrade classrooms, the physical environment goes
beyond mere space, actively influencing students' learning. A well-
designed layout, furniture, and resource selection can foster a sense of
community, motivate students, and offer individualized learning
opportunities. By carefully considering these elements, teachers can
create an environment that caters to their diverse students' needs and
promotes effective learning for all.
Key Elements of the Physical Environment
1. Flexible seating: Moveable desks, chairs, floor cushions, and
beanbags allow students to choose an environment that suits their
learning style and comfort level, promoting engagement and focus.
2. Defined learning areas: Create designated spaces for individual work
(reading nooks), small group activities (math centers), and whole-
group instruction (carpeted area). This helps students understand
expectations and transition smoothly between activities.
3. Accessible storage: Utilize labeled shelves, cabinets, and bins to
organize materials and resources. This allows students to find what
they need independently, fostering responsibility and reducing
wasted time.
4. Display areas: Dedicate bulletin boards and wall space to showcase
student work, learning materials, and inspirational quotes. This
celebrates achievements, reinforces concepts, and creates a visually
stimulating environment.
5. Natural light and ventilation: Whenever possible, maximize natural
light and fresh air through windows. This contributes to a healthy and
positive learning environment, reducing fatigue and improving
concentration.
 Explanations: A well-designed multigrade classroom fosters diverse
learning styles with its flexible elements. Movable furniture empowers
ownership, while defined learning areas bring structure. Accessible
storage promotes responsibility and independence, while engaging
displays showcase student work. Lastly, natural light and ventilation
create a healthy and motivating atmosphere for all.
Utilizing Resources Effectively
 Multi-level resources: Select materials that cater to a range of ages
and learning levels within the multigrade setting. This ensures that
older students are challenged while younger ones are not left behind.
 Clear labeling and organization: Label resources clearly by subject,
topic, and difficulty level. Organize them logically on shelves or in
bins for easy access and retrieval.
 Student ownership and responsibility: Encourage students to take
ownership of specific materials and resources. This fosters
accountability and respect for shared resources.
 Resource sharing and collaboration: Promote a culture of sharing
and collaboration among students. This allows them to learn from
each other, develop teamwork skills, and optimize resource usage.
 Technology integration: Integrate technology effectively to provide
access to a wider range of learning materials, create engaging
activities, and differentiate instruction for diverse learners.
Explanations: In a multigrade classroom, selecting resources that cater
to a wide range of ages and learning levels is essential. This means
having materials that challenge older students while also being
accessible to younger ones. Clear labeling and organization of resources
help students
(11) ORGANIZING TIME IN A MULTI-GRADE CLASSROOM
Students from various grade levels are located in a single classroom under
the guidance of one teacher in a multigrade class. Given this, a multigrade
classroom may have a variety of activities ongoing at the same time. While
some students are engaged on a group assignment, others may be working
independently or having a conversation with the teacher. It is the teacher's
responsibility to set up and run the classroom so that these various
activities can take place with the least amount of disruption. This can be a
difficult chore, but the benefits are worth it because it can assist create
positive outcomes and reduce the likelihood of difficulties in the classroom.
BALANCING TIME AND MULTI-TASKING
The secret to being a successful multigrade teacher is to balance your time
effectively. This is a challenge when addressing the different learning needs
of groups of students engaged in the multigrade environment is an
opportunity to develop new and more effective teaching practices.
Being Efficient and Flexible in the Use of Time
It is important to make the best use of time available when involving
students in different activities. The choice and organization of activities are
essential conditions for good multigrade classroom management. You should
also have a clear idea about how to divide your students by both grade and
age levels, and what types of activities are best for different groups. This
will help you plan activities which suit multigrade situations.
For example:
Grades 1 and 2 may need more teacher support in addition to aids such as
posters, charts and art work appropriate to their age; this is especially true
for children who have not had any per-school experience. They also need to
gain a firm foundation in early literacy and numeracy, and students who
have difficulty in these skills need extra help.
Grades 3 and 4 may need more peer tutoring along with instructional
guides and dictionaries to help them through their more complicated
curriculum and ensure they continue their mastery of basic skills.
Grade 5 and 6 require considerable teacher support and monitored
independent study in addition to problem-solving exercises. This is
especially true if there is an examination at the end of primary school that
determines whether they successfully complete that level and/or can enter
secondary school.
Technology plays a key role in helping educators to reach new levels with
access to the up to date content, apps, and other helpful resources
Modern devices for students in education help them in preparing for the
future on the right path
Scheduling Activities and Delegating Responsibilities
 In order to meet the learning needs of all students at different levels,
you will need to schedule activities carefully, including cross-age
tutoring
 You can introduce key concepts to all students and then create
individualized activities for the different grade and/or ability levels in
the classroom
 Your youngest students can then draw hands on the clock faces to
represent different times while you give a more detailed activity to
older students – perhaps asking them to write out a diary of their day
and showing what time they do each task with a drawing of a clock face
 Other subjects can be taught as a whole group with each student
working at his or her particular level; art, social science, science, and
music are frequently handled in this way
 Your students might also work together to complete tasks while you
meet students individually
 For example, one student could act as librarian each week and read a
story to younger children while you work with the older students
 Since there are many tasks to be performed during the course of a
school day, time flexibility must be a norm for a multigrade classroom
Subject taught
Double period of 80 minutes reduce the amount of work for timetables, but
their durability must be carefully considered, taking into account the
amount of project and practical work in a subject,( Better Schools, Module
4, p 10)
This is especially true for the primary student who has an even shorter
attention span
Flexibility
According to the findings of the UNESCO publication Synthesis of Case
Studies on Single Teacher Schools and Multigrade Schools (1996,p 18),
flexible timetables for pupils demands the following:
- careful work preparation; - good management of activities which avoids
periods of inactivity and lack of time to complete tasks; - the arrangements
of class space: permanent and temporary space, furniture, aisles; and - the
provision of reading materials so that pupils can work alone.
Flexible timetabling is especially important in the thematic approach. This
methodology involves organizing the school day around a theme/topic. This
approach is very useful because it can be infused into any timetable and has
the potential to cover all or almost all of the subjects without making any
major changes.
(12) THE EDUCATIVE PROCESS, METHODS AND APPROACHES
 APPROACH- is a set of beliefs and theories that define the nature of the
learner and the learning process.
 METHOD- is a systematic approach to teaching, also known as design which
is used to present a lesson in a systematic manner.
 TECHNIQUES- are the specific classroom activities that align with a method
and approach, referred to as tasks or activities.
THE TEACHING APPROACHES OF THE SUBJECTS IN K TO 12 CURRICULUM
1. Learner-Centered
-learner-centered teaching considers the learner’s nature, abilities, learning
style, development stage, multiple intelligences, needs, concerns, interests, and
background, taking into account their unique needs and concerns.
2. Inclusive
 -classrooms welcome all students, regardless of origin, socio-economic status, -This teaching method involves collaborative learning between students or
gender, ability, or nationality, promotion inclusivity and fostering a sense of teachers, involving problem-solving, task completion, and product creation.
belonging.
11. Integrative
3. Developmentally appropriate
-An integrative approach can be:
-are assigned to students within their appropriate developmental stage.
A. Intradisciplinary- when integration occurs within one discipline.
4. Responsive and Relevant
B. Interdisciplinary- when traditionally separate subjects are brought together so
- teaching can be made more meaningful by connecting lessons to student's daily that students can grasp a more authentic understanding of a subject under study.
experiences.
C.transdisciplinary- the question is whether the integration of lessons with real-
5. Researched-Based life situations.
-teaching approaches are more engaging, persuasive, and updated, as they
incorporate findings from studies into lessons, ensuring fresh and effective
12. Spiral progression approach
learning.
-You developed the same concepts from one grade level to the next in
increasing complexity. It is revising concepts at each grade level with increasing
depth.
6. Culture-Sensitive 13. MTB-MLE-BASED (Mother Tongue-based Multilingual Education)
-your teaching approach is rooted in respect for cultural diversity ensuring that -Teaching is conducted in multiple languages, starting with the mother tongue,
your students are exposed to a diverse range of perspectives. which serves as both a medium of instruction from k-3 and a subject from 1 to 3.
7. Contextualize and Global Teaching RA 10533-The process begins with learners’ current knowledge and progresses
from known to unknown.
- becomes more meaningful when the lesson is placed within a context, which
can be local, national, or global. DIFFERENT METHODS OF TEACHING
8. Constructivist 1. Direct and Indirect Methods
- students learn by constructing their prior knowledge, which is known as a  Direct- teaching involves lecturing without student involvement
SCHEMA.  Indirect- teaching allows students to actively participate in the learning
9. Inquiry-based and reflective process.

-The learning process relies on student-generated questions, and the 2. Deductive and inductive method
effectiveness of an inquiry-based approach is assessed through question  Deductive Method- The lesson begins with a generalization, rule, or
formulation, risk-taking, relationship exploration, discovery, reflection, and
definition, followed by examples and illustrations or concrete information.
research report writing.
10. Collaborative
  Inductive Method - The lesson begins with examples, introducing the Dimension of the definitions of curriculum
known, followed by students providing generalizations, abstractions, or
Ends and Means
conclusions.
Refer to the Intended Learning Outcomes (IlOs) which may be
 Deductive and Direct Instruction expressed as aims, goals and objectives.
- Abstract, rule, definition, generalization, unknown
- Experience, example, known Existential and Personal
Emphasize either the things being studied (existential) or the
 Inductive and Indirect Instruction students studying (personal).
- Experience, examples, details, known
- Abstract, rule, definition, generalization, unknown Curriculum From Different Point of View
Traditional Points of View
(13) THE CURRICULUM
It is a body of subjects or subjects matter prepared by the teachers
The Basic Curriculum Area for the students to learn. Curriculum is divided into chunks of knowledge we
call subject areas in the basic education such as English, Mathematics,
What is Curriculum ?
Science Social studies, and others. In college, disciple may include
A general over-all plan of the content or specific materials of Humanities, Sciences, languages and many more.
instruction that the school should offer the student by way of qualifying
Robert Hutchins views curriculum as “Permanent studies”, where the rules
him/her for a graduation or certification or for entrance into a professional
of grammar, reading, rhethoric and logic and mathematics for basic
or vocational field. It can also defined as the planned and guided learning
education are emphasized. Basic Education should emphasize the 3rs and
experiences and intended learning outcomes formulated through systematic
college should be grounded liberal education.
reconstruction of knowledge and experience under the auspices of the
school, for the learners’ continuous and will growth in personal- social Arthur Bestor, an essentialist, believes that curriculum should focus on the
competence. fundamental intellectual discipline of grammar, literature and writing. It
should also include mathematics, science, history and foreign language.
Curriculum is…
Joseph Schwab’s view of curriculum is that discipline is the sole source of
 what is taught in schools curriculum. He said that curriculum should consist only of knowledge which
 a set of subjects comes from discipline which is sole sources.
 content
Progressive Points of View
 a program of studies
 a set of materials The total learning experiences of individual. This definition is
 a sequence of courses anchored on John Dewey’s definition of experience and education. He
 a set of performance objectives believes that reflective thinking is means that unifies curricular. Thought is
not derived but tested by application.
Holin Caswell and Kenn Campbell, viewed curriculum as all experiences What is Literacy?
children have under the guidance of teachers. - Literacy is the ability to read, write, speak and listen in a way that lets us
communicate effectively and make sense of the world.
Colin Marsh and George Wills also viewed curriculum as all the experiences
in the classroom which are planned and entered by the teacher, and also - UNESCO: literacy as the ability to identify, understand, interpret, create,
learned by the students. communicate, compute, and use printed and written materials associated with
Othaniel Smith, William, Stanley and Harlan Shore, defined curriculum as varying contexts.
a sequence of potential experiences set up in schools for the purpose of
disciplining children and youth in group ways of thinking and acting. Understanding Reading and Listening Connection
- An essential part of teaching kids to read and become better readers is
Purpose of curriculum listening
A well-crafted curriculum serves as a reference to ensure that you’re
Comprehension Skills:
on the right track. Its components are designed to develop concepts from a
- Both reading and listening contribute to the development of comprehension
basic level to increasingly complex topic and skills.
skills.
Curriculum also standardizes the learning goals for an entire school and
provides a clear path for students to progress from one grade to another.  Listening comprehension, which is “understanding the meaning of spoken
words”
The purpose of the curriculum is to encapsulated in the four capacities  Reading comprehension, which is “understanding the meaning of written
- to enable each child or young to be a successful learner, a confident words.”
individual, a responsible citizen and an effective contributor.
Multisensory Learning:
This can cater to different learning styles among students in a multigrade
(14) Learning in Literacy Filipino and English classroom.
(Reading and Listening)
The following are different kinds of sensory learning that can be incorporated
General Features of the English and Filipino K to 12 Curriculum Domains into teaching.
- Visual
- Auditory
- Kinaesthetic
- Tactile
- Olfactory and Gustatory

Differentiated Instruction:
Teaching this way gives students choice and flexibility in how they learn, and
helps teachers personalize learning
Communication Skills:
To fully share and understand, practice active listening and reading so that you
are fully attentive, fully present in the moment of interaction.
Why Teach Phonemic Awareness?
- Children must first be able to hear the sounds and patterns in words
before they can identify what letters represent those sounds.
Therefore, children must be given extensive experience learning
phonemic sounds and applying them repeatedly. Phonemic awareness
is the first essential step in this process.

How Is Phonemic Awareness Taught?

- The goal of phonemic is to help children hear specific sounds,
identify sound sequence, and understand the role phonemes (sounds)
play in word formation.

2. Phonics
Phonics is the relationship between the letters in written
language and the individual sounds in spoken language. Phonics
(15) MODULE 2 instruction teaches students how to use these relationships to
read and spell words.
Learning in Literacy English and Filipino
(Reading and Writing)
There are 4 types of Phonics
What is Reading?
1. Synthetic phonics
- It is a cognitive process that involves decoding symbols to arrive at - The most widely used approach associated with the teaching of
meaning. Reading is an active process of constructing meaning of reading in which phonemes (sounds) associated with particular
words. graphemes (letters) are pronounced in isolation and blended together
(synthesized). For example, children are taught to take a single-
syllable word such as cat apart into its three letters, pronounce a
phoneme for each letter in turn /k, æ, t/, and blend the phonemes
together to form a word.
There are five aspects to the process of reading:
2. Analytical phonics
1. Phonemic awareness - A popular approach in Scotland, this method is associated with the
 Phonemic Awareness are the smallest sound units used to form teaching of reading in which the phonemes associated with particular
spoken words. graphemes are not pronounced in isolation. Children identify
 (analyze) the common phoneme in a set of words in which each word
contains the phoneme under study. For example, teacher and pupils
discuss how the following words are alike: pat, park, push and pen.
3. Analogy phonics
- A type of analytic phonics in which children analyze phonic elements
according to the phonograms in the word. A phonogram is composed
of the vowel and all the sounds that follow it, such as –ake in the
word cake. Children use these phonograms to learn about “word
families” for example cake, make, bake, fake.
4. Embedded phonics
- An approach to the teaching of reading in which phonics forms one
part of a whole language programmed. Embedded phonics differs
from other methods in that the instruction is always in the context of
literature rather than in separate lessons, and the skills to be taught
are identified opportunistically rather than systematically.
3. Fluency
 Fluent readers are able to read orally with appropriate speed,
accuracy, and proper expression. Fluency is the ability to read
as well as we speak and to make sense of the text without
having to stop and decode each word.
4. Vocabulary
 Vocabulary is closely connected to comprehension. The larger
the reader’s vocabulary (either oral or print) the easier it is to
make sense of the text. Vocabulary can be learned incidentally
through storybook reading or listening to others, and
vocabulary should be taught both directly and indirectly.
Students should be actively engaged in instruction that
includes learning words before reading, repetition, and
multiple exposures, learning in rich contexts, incidental
learning, and use of computer technology.
5. Comprehension
 Comprehension is the complex cognitive process readers use to
understand what they have read. Vocabulary development and
instruction play a critical role in comprehension. Young readers
develop text comprehension through a variety of techniques,
including answering questions and summarization (retelling the
story).
What is Writing?
 Writing is the process of representing language in a textual form,
typically using a system of symbols or characters, such as letters of
an alphabet or ideograms.
COMPONENTS OF WRITING
1. Handwriting
 It is a motor task. It is the physical act of holding a writing
instrument in your hand and being able to compose onto paper.
2. Spelling
 It is the process or activity of writing or naming the letter of a word.
3. Writing Mechanics
 This consists of things like the use of grammar, punctuation,
capitalization, sentence structure, and word choice. Each of these
plays a role in effective writing. Students who have not mastered
these skills may struggle with effectively responding to prompts. This
is where you’ll begin to see a disconnect between what a student can
explain orally, versus what they can share on paper.
4. Idea generation
 Being able to come up with a clear, coherent idea to write about.
 5. Syntax The differences between pupils' mathematical levels are one of the most
 It is the arrangement of words and phrases that create a well-formed significant problems among multigrade classes. The fact that they are
sentence. dealing with two or more grade levels means that pupils differ in many
ways. Some of these differences will be cognitive, learning style, and
6. Vocabulary preferences.
 We know vocabulary is huge in reading, but it is also a huge deal in
writing. When we ask students to write, we are asking them to Integrating mathematics into other subjects fosters a deeper understanding
convey a message. Part of conveying a message is being mindful of and application of mathematical concepts. By using real-world examples
word choice, vocabulary, and the nuances that exist in our language. and contextualizing mathematical problems, students can see the relevance
of mathematics in their everyday lives.
7. Text Structure
 A big part of text structure is making sure your instruction is age- Teaching mathematics in a multigrade classroom requires innovative
appropriate. approaches that cater to the diverse needs of students. By implementing
strategies such as differentiation-integrated instruction, technology-
8. Revising and Edit enhanced learning, and collaborative learning, educators can create
 Students can be able to revise and edit their work. engaging and effective mathematics learning experiences. It is crucial for
teachers to stay updated with research-based practices to ensure the
success of multigrade mathematics instruction.
9. Content and Purpose
 This is where you have students think about how they are presenting In a multi-age classroom, the teacher faces the challenge of facilitating
their topic. Is it a how-to piece? Is it an opinion piece? Is it a classroom discussions for multiple grades simultaneously. To address this,
narrative? Is it expository writing? All of these types of writing that the teacher must establish classroom management systems that enable
take time, practice, and modeling. them to engage with students at one grade level while the rest of the
students work on math tasks either independently or with a classmate.
10. Audience
 In writing, this is who you are writing for. It is who will be reading Typically, a multi-grade teacher organizes their classroom with the
what has been written. Students should anticipate what it is their following structures:
audience will be expecting from their writing.
Whole-group time
(17) Teaching Math in the Multigrade Classroom
• all students learning content or being introduced to content at the
What is Mathematics? same time

- Mathematics, the science of structure, order, and relation that has Small-group Instruction
evolved from elemental practices of counting, measuring, and describing
the shapes of objects. It deals with logical reasoning and quantitative • teacher-led groups, sometimes based on grade level
calculation, and its development has involved an increasing degree of
idealization and abstraction of its subject matter. Partner activities
• students working and problem solving with a partner while the
teacher may be holding small-group instruction and other students might be
working independently.
Independent work
• students working, exploring, and problem-solving on their own while
the teacher may be holding small-group instruction, and other students may
be engaged in working with a partner.
(18) Teaching Social Studies in the Multigrade Classroom
What is Social Studies?
Social Studies is the integrated study of the social sciences and
humanities to promote civic competence. Within the school program, social
studies provides coordinated, systematic study drawing upon such
disciplines as anthropology, geography, history, law, philosophy, and political
science.
How do we teach social studies in multigrade classes?
One of the reasons for teaching young people social studies is for
them to be able to participate civilly in a democratic society. here are some
tips for teaching social studies in a multigrade class:
1. Meaningful
Social studies should be meaningful to students. Teachers should
embrace the natural interests of students and plan topics around those
interests.
2. Integrative
Integrating all aspects of life is key to a successful social studies
curriculum. Not only should current events and other classes be integrated,
but also aspects of daily life as well. Every moment is a teachable moment.
3. Value-Based
Key values of democracy are opportunity, equality, justice, and freedom of
speech. These values should be echoed throughout all parts of social
studies.
4. Challenging
Teachers can challenge children in social studies classes in ways they aren’t
or can’t be challenged in other classes. In-depth critical analysis should be
implemented — getting students to think and reflect will help them engage
and challenge them to care about what’s going on around them.
5. Active
Get students active and engaged with debates, discussions, role-playing,
projects, and simulations. This is one area of school where kids should get
into it!
By implementing these strategies and purpose, teachers can create a
supportive and engaging learning environment where students from
different grade levels can develop a deep understanding of social studies
concepts and skills.
(19) HOW CHILDREN LEARN BEST AND HOW TEACHERS TEACH
EFFECTIVELY
What are the teaching and learning strategies?
Teaching strategies are the techniques and methods that a teacher
applies to support student learning. A teacher selects the teaching strategy
most suited to the current level of knowledge of the students, the concept
being studied, and the stage in the learning journey of the students.
A learning strategy is a learner's way to organize and use a specific range of
skills to learn curriculum content or complete other tasks more efficiently
and effectively in a classroom setting as well as in non-academic settings.
An effective teacher applies the most innovative and creative teaching
methods to teach academic concepts and meet the individual needs of
students. However, the demands of ever-expanding curricular means that
educators often stick to their favored teaching methodology. We all have
our preferred teaching methodology, but it is important to explore
evidence-informed pedagogical ideas that have the potential to expand our
repertoire in the classroom.
What are some of the popular Teaching Strategies?
Visualization
Visualization is a useful technique to process or summarize the
knowledge that has been instructed in class. When students receive the
information through visual means, they are more able to retain both the
previous learning and new information for a longer time.
Teamwork
Dividing the class into groups to complete a task is a teaching
strategy that does wonders. It is recommended to encourage learners of
mixed abilities to work with one another.
Inquiry-Based Teaching
Encouraging learners to ask a lot of questions is an effective teaching
strategy that does not only motivate students to think more practically but
also helps them to become independent learners.
Student-led Classroom
Studies of classroom instruction reveal that giving more power to
students allows them to become self-aware of their strengths. To facilitate
Student-led instructions, teachers encourage learners to ask many questions
and provide more frequent feedback.
Implementing Technology in the Classroom
The productive use of technological tools as active learning strategies in
educational institutions may develop a vibrant learning community, help
educators prepare and improve their lesson plans. Using technology in the
classroom is a valuable tool that prepares students to learn 21st-century
skills.
Learning Strategies for Students
1. Visual Strategies
Pupils learn and retain the knowledge better when it is presented to
them in a pictorial form, such as diagrams, charts, arrows and symbols. This
approach has been refined through the research into dual coding. Using
clear visuals of information hierarchy as an approach to teaching practices
is an accessible way of giving access to complex regular content. To apply
this approach into the classroom management strategy, teachers can apply
the following in the classroom learning environment:
 Use a wide range of visual aids such as pictures, charts, graphs, and
illustrations;
 Include handouts and outlines for teaching various academic
concepts;
 Show pictures and explain;
 Remove potential distractions;
 Leave some space in handouts where students can write notes;
 Show clear screens while using multimedia;
 Use colorful illustrations and presentations.
2. Auditory strategies
Creating learning experiences that involve listening and talking.
Successful teachers need to apply the following instructional methods in
their classroom:
 Begin new topic with the background of what academic concepts are
coming;
 Use activities such as discussion groups or brainstorming;
 Ask the learners to read aloud the question;
  Have learners sit in groups where vocal collaboration is possible;
 Conclude by summarizing what was taught.

3. Reading & Writing

Using more traditional instructional methods such as rewriting their
notes, reading textbooks, and note-taking. They tend to learn better by
applying the following in their classroom:
 They must be provided with the written information on worksheets,
and other text-heavy resources;
 Ask students to rewrite notes;
 Using bullet point lists;
 Turning charts and diagrams into words.
 They must be asked to reference written text.

4. Kinesthetic Learning
Also known as tactile learning, is a physical learning style that
involves motion, movement, and touch. It enhances student’s understanding
of their environment by allowing them to sense movement and body
position. The field of embodied cognition has gained interest, and Barbara
Tversky's work demonstrates that kinesthetic learners likely describe most
individuals. The following are a selection of strategies used to teach
kinesthetic learners or anyone else for that matter:
 Involve physical movement in the teaching methods;
 Provide hands-on experience to the learners;
 Use flashcards to teach;
 Engage students in classroom activities that involve physical
materials.

Ask students to draw images of information in the formative

assessments.
 encourage students to
think about the course
material critically.
o In this role, the
teacher acts as a o If the teacher intends
facilitator, designing
and guiding the
discussion rather than
simply conveying
information.
ended, allowing for
diverse answers instead
of one correct
response.
to hold a discussion,
avoid doing all the
talking or lecturing to
the group; instead, aim
to engage all students.

(21) LESSON 2 – How Children Learn Best and How Teachers Teach
 both goals are to create diverse instructional strategies that
Effectively
are suitable for the curriculum content and cater to the needs
“Recitation and Discussion”
of individual students.
Method Meaning How to Use it in a Multigrade
Class  management of teaching involves planning activities that
Recitation o Recitation is a o Recitation can be an engage students through direct teaching with a peer tutor in a
teaching method effective form of small group or independent study.
where a student instruction if the  Every child comes to school with the potential to learn, but
recites a lesson to the teacher plans the also with a unique personality and set of needs and abilities.
teacher. It was later lesson carefully, is This means that teachers need to develop and implement
adapted to a whole- patient, listens to the teaching strategies that enable them to address the individual
class format, involving students, and has a needs of each child, linked to their age, maturity, interests,
question-and-answer genuine interest in
capacities, and capabilities. It may take some time to get to
drills on specific what they have to
topics. share. know each student, but teachers can begin by trying to make
Discussion o Discussion allows o Discussion and the multigrade classroom inclusive and conducive to learning
students to process recitation both utilize for each child and group.
information instead of questions, but they
merely receiving it. differ in their purpose
Leading a discussion and the types of (22) INDIVIDUALIZED INSTRUCTIONS AND INDEPENDENT STUDY
requires a different questions they employ.
set of skills than o In discussion, the What is the Individualized Instruction and Independent Study methods in
giving a lecture. questions should be teaching?
o The primary goal of a minimal but well-
discussion is to crafted and open-
  Individualized Instruction refers to educators using specific
strategies, resources and assessments that cater to the needs of
learners in their class. This process ensures that students are given
guidance and flexibility in their learning process, enhancing their
academic growth along the way.
 Individualized instruction focuses on the needs of the individual
student. Teaching is specific and targets one need at a time. This
teaching method can be used on its own, or it can be part of
differentiated teaching.
 Individualized instruction is a personalized, student-centered
instructional format, which enables each student to progress at her
or his own pace with consideration to the student’s disability type
and severity, abilities, learning style, culture, support needs, and any
other relevant variables.
 Independent Study this activity initiated by the student to increase
his/her already advanced knowledge in a particular academic
discipline. Self-learning is based on the individual’s ability to acquire
the knowledge and skills required by himself.
What are the goals of Individual Instructions?
 The goal of individualized instruction is to meet the needs of each
individual learner. Explore the definition and examples of this
method, learning those who should receive it, how to develop goals,
good strategies for use, and its relation to differentiated instruction.
Here are four steps you can take in teaching students to enhance your
teaching with individualized instruction.
1. Get to Know Your Students
 Kelly advises that teachers looking to individualize instruction
should start by understanding what makes each student
unique. She said, “At the beginning of the school year I
administer a survey to find out students’ strengths and
learning styles, which in turn helps me to develop innovative
ways to meet the needs of all students.”
2. Set Individual Goals with Each Student
 According to the American Institute for Research, student goal-
setting is essential because it gives students a sense of
direction and purpose and can help fuel students’ intrinsic
motivation.
3. Identify Optimal Instructional Approaches for Each Learning Style
 The next step is to choose an instructional approach. There
are many to choose from, all with the goal being to improve
the instructional experience for the individual learner.
4. Leverage Available Technologies to Support Individualized
Instruction
 Technology can enable personalized learning or experiences
that are more engaging and relevant.” The use of tablets and
computer programs can help achieve personalized instruction
because it allows students to work at their own pace, as well
as adapt to their skill and ability levels.
Examples of Individualized Instruction
1. Learning stations -are different areas of the classroom where
students can work on different activities related to the same lesson.
This allows students to choose the activities that best suit their
learning style and interests.
2. Task Cards - are self-paced activities that students can complete
individually or in small groups. Task cards can be used to introduce
new concepts, practice skills, or assess student learning.
3. Differentiated instruction - is a teaching approach that provides
different levels of support and challenge to students based on their
individual needs.
 4. Individualized learning plans (ILPs)- ILPs are written documents that
outline a student’s individual academic goals and the steps that will
be taken to achieve those goals.
5. Small Group Instruction – small group instruction allows teachers to
provide more focused attention to a group of students who have
similar needs.
6. One-on-one instruction is the most individualized form of instruction.
It allows teachers to tailor instruction to the specific needs of a
single student.
7. Assistive Technology – is any tool or device that helps students with
disabilities learn and participate in the classroom.
8. Choice - Giving student’s choices about what they learn and how
they learn can help to increase motivation and engagement.
9. Flexible Pacing - allows students to learn at their own pace. This is
especially important for students who are struggling with a particular
concept or who are ahead of their peers.
10.Self-assessment - allows students to reflect on their own learning
and identify areas where they need to improve. For example, in an
English class, students might be asked to complete a self-assessment
after writing an essay.
How to Individualized Instruction to your students?
1.Get to know students’ strengths, concerns, and interests.
2. Provide reciprocal teaching opportunities.
3. Consider the amount of time and/or questions for assignment.
4. Give plenty of time for journaling in all subject areas.
5. Involve students in project-based learning.
(23) Grouping
In any classroom, whether single-grade or multigrade, the teacher is
responsible for trying to meet the various needs of 30, 40, or 50 students.
However, these needs are more varied in the multigrade classroom
because of the combination of grade levels. So, grouping children for
different activities must be efficient and effective to manage both the
number of students and the range of ability.
Students can be grouped in many different ways:
 by interest and student choice
 random assignment to combine ability levels and interests
 according to ability.
Working With Whole-Class Mixed-Ability Groups
Children benefit from working in group situations because many
different ages, abilities, competencies, and points of view are represented,
hence, Interaction is enriched. Group work also helps develop an attitude of
respect for different individuals as the children internalize the product of
working together.
Whole-class mixed-ability grouping gives the teacher opportunities to
observe developing relationships among the children and to get a feel for
the dynamics between and among the children as a whole group and among
different ages. So it is also an important investment in improving relations
between and among children across the different grade levels.
Planning for Whole-Class Instruction
In preparing to teach a lesson to a whole multigrade class, careful
planning
and preparation is necessary. The teacher can follow four general steps:
1. Choose a concept, theme, or skill that is important to all students.
2. Decide on an activity to introduce the concept to the whole class.
3. Develop appropriate activities for each instructional level to follow the
whole-class mixed ability group activity and pay special attention to:
 Subject integration (e.g. writing, reading, science, math, etc.)
 Learning materials and resources students can use
 Ability-grouped class assignment: Multigrade students are assigned
tasks based on their ability, not necessarily by grade level. It allows
for greater flexibility in responding to students’ individual needs.
Students who are performing much higher than grade level
expectations can be challenged by working with a higher grade level
group. A student struggling with grade-level work can work with
lower-grade-level groups as needed.

 How to introduce each level to their activities

 How students will be evaluated

Ability Grouping

Next to whole-class grouping, the most common form of grouping is by

ability.
The purpose behind ability grouping is to make instruction more efficient
and effective by increasing the similarities among students and making it
easy to address common needs. It is believed that grouping students with
similar abilities makes it easier for the teacher to facilitate learning among
one group. It has been proven that the more homogeneous a group, the
easier and more effective the instruction. This belief is so pervasive in
schools that more graded materials are available for use with students of
similar ability. At the elementary school, these generally include:

 Graded organization: The most widely applied form of ability

grouping is by administrative grade level. At this most basic level,
students are assigned to classes by their age, which is based on the
belief that students at specific ages have highly similar
developmental and academic characteristics. Similarly, in a
multigrade class, a teacher may choose to work with children of
specific grade levels in smaller groups, especially for subjects where
grade-level expectations may be very different.