LESSON 1 CONCEPT OF DIFFERENTIATED INSTRUCTION

LET'S BEGIN

Read and analyze the case study below.

Case Study: Asuncion Multigrade Class

Ms. Ramos is a new teacher who has been assigned to a multigrade class in
Asuncion's mountainous area. When she arrives at her school, she is met by her 25
cheerful and eager students. She has noted that while the majority of the ten (10) grade
one pupils can remember the names and sounds of the alphabet and count things up to
ten, just a few of them can read three-letter sight words. They are shy and rely on her
for frequent assistance. Many of her fifteen (15) grade 2 pupils can read sight words and
short sentences in Filipino, but they struggle with spelling words and writing sentences
in English, and they haven't mastered the subtraction skill. These grade 2 students work
well together and can follow basic directions on their own. Grade 3 students, on the
other hand, can read and write sentences in both English and Filipino. They understand
addition and subtraction and can complete activities on their own with minimal
support from her. Furthermore, she noticed that there is one student who is always
willing to erase the markings on the board and help her classmates in her own small
way. All of her students like to color, sing action songs, and play. Ms. Ramos has a lot of
questions about her multigrade class after interacting with the students for a week.

WE ARE ON OUR WAY

Case Analysis:

1. Based on the case given above, describe the characteristics of the pupils.

2. What do you think are the challenges of the teacher?

3. What important concepts do teachers need to understand in order to cater to

the varying needs of her pupils?

4. What specific multigrade teaching strategies should the teacher use to effect
learning among the pupils?
LET'S DIG DEEPER

Academic diversity characterizes a multigrade class (UNESCO, 2001). The

integration of multiple learners with varying skills, readiness, desires, preferences, and
learning styles is a characteristic structure in a multigrade class (Tomlinson, 1999). A
multigrade classroom's diversity is the norm, and it is viewed as an asset that enriches
the learning environment (Johnson, 2014). Vygotsky's learning concepts have a
profound influence on multigrade teaching and learning. The entire learning process is
founded on a socially constructivist foundation, in which learners interact, explore, and
learn in a social setting (Cornish, 2006).

As a facilitator of learning, the teacher must organize varied activities for various
groups of learners. It is unlikely that one-size-fits-all training can adjust to the learning
needs of varied learners (Tomlinson and Moon, 2013). In other word, teaching in a
multigrade class entails categorizing students based on their experiences, preparations,
learning patterns, preferences, and reactivity in various circumstances. Differentiated
instruction is at that heart of education in a multigrade class. Tomlinson (2001) defined
differentiation of instruction as learner-centered, which involves learners in task that
require them to participate and cooperate with one another while also providing them
with a learning experience that maximizes the potential of being in a multigrade class.

Differentiating instruction means doing what is fair for students while allowing
for flexibility. This entails providing a variety of opportunities for students with
varying skills, interest, or learning requirements to engage in equally appropriate
modes of learning (Nordlund, 2003).

There are three approaches to differentiate instruction (Tomlinson & Moon

(2013)
 Differentiated Instruction

CONTENT (What) PRODUCT (Assessment)

PROCESS (How)
The information and ideas How students show what they
How students take in and make
students engage in to reach the know, understand, and can do
sense of the content
learning goals

Readiness Interest Learning Profile

Differentiating content defines the essential principles that all students must
understand and adjust the complexity of the information as needed. The following are a
few examples

 Using reading materials/books appropriate for the learners various

reading level
 Using spelling or vocabulary lists based on the learners' skill level
 Presentation of ideas through audio-visual means
 Having a reading buddy, a peer mentor, or an adult mentor
 Gathering in small groups to re-teach a concept or technique to struggling
learners or to broaden the ideas or skills of experienced learners.

The Differentiating Process refers to the activities that students engage in order
to understand or master the topic. This means that the teacher must change the
operations and strategies used to explain each concept. A more challenged student
would require more direct coaching, whereas a more capable learner would be able to
participate in more independent study. The following are some methods for
differentiating a process:

 Using tiered activities for those who do not comprehend the concept,
those who have some understanding of the subject, and those who
understand the concept)
 Providing interest centers
 Making use of manipulatives and materials
 Applying flexible grouping by utilizing the ebb and flow of experiences
(Whole Group-Small Group-Individual).
  Varying the amount of time that it takes a student to perform assignments.

Differentiating product can take the form of exams, activities, projects, written
work, or oral presentations, and it allows teachers to construct lessons that are relevant
and customized to any learner by modifying the depth, amount, or independence of the
product (Nordlund, 2003). These outputs are best achieved by

 Assigning assignments according to the learner's level;

 Employing rubrics that match the learners' varying ability levels.
 Allowing students to work on their projects alone or in small groups.

The ultimate purpose of differentiation is to ensure that students have the best
learning experiences possible based on their readiness - ability to learn; interest - desire to
learn; and learning profile - ways of learning.

LESSON 2 WHOLE CLASS TEACHING

LET'S BEGIN

WE ARE ON OUR WAY

1. What common method may a teacher apply from a single grade level to a
multigrade level?

2. Is whole-class instruction appropriate for a multigrade class?

LET'S DIG DEEPER

Whole class teaching is a typical and convenient method of teaching in a

multigrade class since the teacher displays to the students as a group. This technique of
teaching saves the teacher's time and effort because he or she just has to compose one
lesson plan with the average category of skills as a criterion. The teacher must select a
concept or skill, choose an activity to introduce the concept or skill, and arrange
relevant activities for the entire class. The teacher may consider subject integration,
provide materials, and the mechanics of how the students will be evaluated while
developing and implementing full class activities (Konstantinos, 2002).

Concept/Skill

Introduce the Concept/Skill

Activities

Whole Class Assessment

The teacher has more interaction with all of the students with this form of
teaching. It is easier to prepare materials, it is easier to monitor student progress and
behavior, and it increases student involvement in working with the entire class in
particularly created activities (Konstantinos, 2002). Furthermore, this strategy is
effective in a variety of activities such as storytelling, singing, playing, dancing, and
doing arts and crafts.

The concept of differentiated instruction, on the hand, can be used to the whole-
class teaching technique. Similar activities are provided for the entire class, but
evaluation is multi-leveled or differentiated due to the varying expectations of the
learner groups. A multigrade teacher uses tiered activities to ensure that all students
focus on fundamental understandings and skills at varying levels of complexity,
abstractness, and open-endedness. In other words, learner must be evaluated based on
their performance in relation to their level of knowledge of the subject.
 Concept/Skill

Introduce the Concept/Skill

Activities

Assessment

Tier 1 Tier 2 Tier 3

LESSON 3 GROUP TEACHING
LET’S BEGIN!
Every day, the multigrade teacher interacts with the students and notices that each
child is similar to but distinct from the others. Each child has a diverse set of interests and
distinct styles of thinking, acting, and creating. A multigrade teacher is frequently tasked
with meeting the various needs of the students and determining how to correctly
organize students in order for them to reach their full potential. These activities are
professionally demanding, but when completed successfully, they are personally
rewarding for the teacher.
WE ARE ON OUR WAY
1. As a multigrade teacher, how will you organize students in order for them to reach
their maximum potential?
2. What are the various methods of group teaching?
LET’S DIG DEEPER
Frequent and adoptable grouping is seen as an important component of good
mixed-grade teaching (Taole, 2017). It is anticipated that if students are categorized based
on more or less the same skills or a mix of talents, they will interact more with students
with various abilities, making more progress and learning more quickly. It is considered
that the interaction and cooperation of learners with varying intellectual levels, social
behaviors, experience, and talents might have educational benefits worth highlighting
(Gouws, 2007). Learners who are intellectually and socially mature become mentors,
giving them the opportunity to develop leadership skills and so boost their self-esteem.
On the other hand, younger, less cognitively and socially mature learners gain teamwork
and collaboration abilities in an environment where they are well supervised and feel
secure (Taole, 2017)
Mixed ability grouping is thought to be a useful strategy for multigrade teachers. It can
provide solutions for multigrade teachers while also ensuring high levels of quality in
multigrade education. This strategy allows the teacher to monitor the actions of all
students and give extra time and attention to those who require it.

1. Same-Grade Level Group

This type of grouping is based on the children’s chronological age or grade level.
This is based on the premise that children in the same age group progress at
roughly the same rate. This category is known as “Teaching by Different
Concepts,” or more colloquially as the “jump-jump Approach”
 Because the pupils in the Multigrade class are grouped by the same grade level,
the instructor must prepare varied themes, materials, and evaluations based on
their grade levels. Thisnecessities extensive planning on the side of the teacher
teaches multiple topics in a single setting.

Instructional Characteristics

 The teacher instructs one grade level while the other two grade levels work on
group or individual projects.
 To teach the various ideas, the teacher “jumps” or moves to the other grade levels.
 This type of group instruction necessities much planning on the side of the teacher
and strict discipline on the part of the pupils.
 Discipline issues are reduced by appointing a pupil-leader to monitor and support
other kids in each grade level.
 For the smooth delivery of various tasks, instructional materials such as activity
sheets or workbooks must be available.
 Encourage students to take ownership of the learning by rewarding them for a job
well done.

2. Ability Group
In this arrangement is a prominent educational method that groups pupils in the
same grade based on actual or perceived ability into distinct instructional groups
with varying degrees of aptitude or achievement (Aimsworth, 2013). This is based
on the premise that students learn more effectively when they are grouped with
other students who have similar academic skills or prior levels of competence.
2.1 Type 1
In this arrangement, the teacher introduces the topic or skill to the entire
class before administering a diagnostic test. Based on their results in the
diagnostic test, the students are divided into three groups: fast, average, and
slow. Each group receives a different type of levelled instructional materials.
However, before levelled educational materials are offered to the slow group,
corrective instruction must be provided.
One advantage of this grouping is that learners can study at nearly their own
pace due to their similar level of competence. As the teacher shifts learners
from one group to another, he/she takes on the function of a learning
facilitator.

Guidelines of its Effective Use

 The diagnostic test must be able to categorize students into three groups:
fast, average, slow,
 To minimize incorrect labelling of pupils, the teacher should avoid
labelling groups as moderate, or sluggish. To identify each group, the
teacher may use distinctive names, country name, NBA teams,
universities, animals, and other names are all wonderful ideas for group
names.
 Provide enough learning resources, such as modules and activity sheets,
for each ability level in order to achieve good task delivery and
performance.
 Corrective instruction is given to the pupils who have not grasped the
concept or skill. More examples of the topic or skill must be provided in
order to bridge the gaps that pupils do not understand.
  While the students are working in groups on their activities, the teacher
must go around, watch and support the pupils.
 Each student is responsible for his or her own learning.

2.2 Type 2
The second type of ability grouping is based on pupils’ prior level of
comprehension or success. Certain concepts or skills have previously been
learned by the students, and the teacher’s role is to determine who has
mastered, just grasped, or has not fully understood the concept or skill.
In this type, of grouping, a pre-test on the desired ability is given to the
entire class, and the students are then classified as low, average, or fast
depending on their performance on the pre-test. As enrichment, the fast group
will be handed modules or activity sheets, while the teacher teaches the skill to
both the slow and average groups. Both groups will then be given their levelled
educational materials.

The benefit of this form of grouping is that the teacher has more time to
devote to the slow learners as he thoroughly explains the subject or skill to
them.
Guidelines for effective use:
 The teacher should give enough learning resources, such as modules
and activity sheets, for each ability level in order to have good task
delivery and performance.
 Each student is responsible for his or her own learning.
 Ensure that each group knows the objectives, procedure, and
responsibilities assigned to them.

2.3 Mixed Ability Group

This type of grouping provides for a diverse range of abilities. This entails
bringing together learners in the form of skills and abilities in diverse areas as
needed for a specific learning activity or project. Such a group is frequently
formed to plan an activity or project that will keep all kids engaged.

2.4 Mutual Comparability group/ Social Group/ Friendship Group

This type of grouping is based on the comparability of students who attend
school together or are grouped together with a strong friendship tie. This
technique instils a sense of harmony in children and minimizes the harmful
effects of severe competition.
LESSON 4 COOPERATIVE LEARNING
LET’S BEGIN
Read the given scenario

Ms. Dela Cruz, the adviser of a multigrade class of pupils in grades 4, 5, and 6, has just been using whole class
instruction for several days in a row. She noted that the majority of the grade 6 students were uninterested in
the conversation, some of the grade 5 children were making noise, and the grade 4 students were having
difficulty grasping the subject. There is a lot of noise in the classroom, and the lesson is no longer interesting
to them. She is saddened because she believes she is falling to give her learners engaging learning
opportunities.

WE ARE IN OUR WAY

1. How can multigrade classes be made more interactive and engaging?
2. How can you engage students in participatory and collaborative learning?

LET’S DIG DEEPER

Cooperative learning strategies are used to facilitate the creation of a positive, supportive
classroom climate. Cooperative learning is a teaching style in which students work
together to achieve common goals. It is this sense of interdependence that inspires group
members to aid and support one another. Cooperative learning groups are formed and
assignments are designed in such a way that learners must collaborate to achieve a goal,
solve an issue, make a decision, or create a product. It entails learners cooperating and
taking responsibility for their own and other members’ learning. This type of learning
encourages social condition, positive self-esteem development, and increased acceptance
and supporting actions among group members.

Guidelines for cooperative learning:

 The seating arrangement in the classroom should be designed to enhance group

cooperation.
 Students must be aware of their group members’ shared responsibilities through
task division. Team roles such as facilitator, recorder, checker, spokesperson, time
keeper, and others must be defined for everyone.
  Incentivize students to take on given tasks with accountability fro group learning
by offering rewards for success.
 Ensure that each group member understand the goal and process of the assigned
work.
 Each group is made up of students of varying abilities: high, average, and low
performers.

Type of Cooperative Learning

1. Think- Pair share
In this type of cooperative learning, learners for themselves about a certain topic
assigned by the teacher. They then form groups with another student to discuss it,
and present their findings to the full class.

The following are the guide questions:

 What is the problem, question, or subject?
 What are my thoughts about it?
 What is my partner’s opinion?
 What will we share?

2. Jigsaw Puzzle
The jigsaw method of teaching is a collection of themes that students will fully
develop before coming together to form a whole idea, similar to how a jigsaw
puzzle is a collection of different pieces that come together to form a complete
picture. To put it another way, this cooperative learning strategy allows
individuals or small groups to take care of a subcategory of a larger topic.
Following their research and development, each individual or small group is
responsible for teaching their concept to the rest of the group or class.

These are the basic steps

 Divide the class into groups
 Assign a leader to each group
 Divide the lesson into portions based on the number of groups; and
 Assign one part to each leader to read and learn.
 Create temporary “expert groups” by bringing one student from each
jigsaw group together with other students allocated to the same
segment.
 Return the students to their jigsaw groups.
 Request that each student give his or her part to the class.
 3. Small Mixed Activity Group
This cooperative method allows students to collaborate to complete a collaborative
job or assignment that will be shared with the entire class.

These are the basic steps:

 Divide the class into groups that are usually heterogeneous.
 Each member of the group is allocated a certain role.
 The group will be presented with the purpose, methods, grading criteria,
and collaboration skills.
 The instructor observes and assesses both individual and group
performance.
 Students will reflect (by journal writing) on their interactions in the
assigned group activity.

Here are samples:

Topic: Perimeter of a Rectangle

Subject: Mathematics
Time Teacher Activities Learners Techniques/Materials
Activities
Day 1 Identify the parts of Identify and label Think-Pair
a rectangle “which the parts of a
part of the rectangle rectangle with a
is length?” pair using the
“How many given materials
lengths are there in Cut-out rectangle,
a rectangle?”
“Which part of the markers
rectangle is width?
“
“How many widths
are there in a
rectangle?”
Guided activity and
discussion
Day 2 Explain task Assume roles in Small Mixed groups
the given task
Distribute activity
cards

Worksheets
 1. Assigning
tasks/roles:
:_____ Ballpens
Recorder: _____
Time keeper: ____ Meter Stick
Runner: _____
Checker: ______ Measure and solve Pieces of Chalk
2. Measure the the perimeter of
identical the identified
place using a places in the
meter stick. campus
3. Draw the
location of
the place,
label and
write the
dimensions.
(Length=___meters.
Width=____meters)
4. Solve for the
perimeter of
the
identified
place.
5. Discuss and
check the
final answer.

Day 3 Lead presentation Presentation of Whole Group

of group outputs. group outputs

Debrief the activity.

“How difficult was Describe group

it to measure and process Journal Writing
solve for the
perimeter of the
assigned places in
the campus?

Did everyone in the

group participate
actively?
 How does
teamwork assist
your learning?

Theme: Nutrition Month (Master Chief)

Subject: Science/Health
Time Teacher Activities Learners Techniques/Materials
Activities
Day 1 Provide information Discussion with Triad
on nutrition month the other members
celebration Worksheets
“What is the
importance of Selecting the Whole class
balanced diet to one’s meal/food to be
health? prepared

“What nutritious Assigning tasks Small Mixed Group

meal/food can you on ingredients of
prepare? the chosen
Guided activity and meal/food.
discussion
Day 2 Assigning tasks/roles Discussion on the Small Mixed group
steps in the
meal/food
preparation
Assigning tasks
among members:
Chef 1: (performs
task 1)
Chef 2: (performs
task 2)
Chef 3: (performs
task 3)
Chef 4: (performs
task 4)
Chef 5: (performs
task 5)
Master Chef
(makes sure the
procedures are
followed and
checks the
 quality/taste of
the food)
Day 3 Explain/Demonstrate Follow the Small Mixed groups
the steps in preparing procedure in
the food/dish. making the
Supervise the cooking meal/food Ingredients
activity.
Lead presentation Presentation of
and tasting of group’s group’s
food/dish. food/meal Whole Group
Debrief activity.
Describe how the Describe group Journal Writing
process of following process
directions, creativity
and teamwork help
complete the given
task.

LESSON 5 PEER TUTORING

LET’S BEGIN
Read the comments of multigrade teacher below.

Often times we can hear comments like these from multigrade teachers.

“Mae ha trouble finishing her activity by herself. She makes drawings in her notebook, gets out of her seat to talk
with her classmates or cries when she can’t finish her activity.

“Kim takes a long time to read and has trouble understanding what she reads. She understands better when she
reads with a friend.”

“I care about my pupils and I want to assist them one-on-one. But my hands are full of overlapping activities in
the classroom.

On a daily basis, multigrade teachers are having concerns on how to help, guide, and
assist learners of varying abilities and skills. Many teachers feel that they do not have
enough time in a school day to give individual attention to every learner. They have a
setback on balancing diverse learning and behavioural need as well as the workload of
being a multigrade teacher in a remote area.
WE ARE ON OUR WAY
1. Can teachers provide each of the children the extra time and help required to bring
them to mastery in the specific skills they need?
2. Who can help the teacher in the classroom?
3. What I’d the available method of providing one-on-one help needed?

LET’S DIG DEEPER

The definitive description of peer tutoring is a “method of education in which each
pupil assists each other and study by themselves (Goodliad and Hirst, 1989). The
term peer is important in this context since it refers to someone in a similar or
nearly identical position to the individual being taught who is not a skilled tutor.
Peer tutoring is a flexible, peer-mediated strategy that involves students serving
as academic tutors and tutees. Typically, a higher performing student 8s paired
with a lower performing student to review critical academic or behavioral
concepts. Its goal is to create self-managed learners with high self-esteem (Alwi,
2016).
Peer tutoring may be in any of the following:
1. Cross-age peer tutoring
This is an approach wherein one child instructs another child on materials on
wherein the first is an expert and the second is a novice.

2. Cross-age peer tutoring

To each or review a skill, older students are paired with younger students. The
roles of tutor and tutee remain unchanged. The older student acts as the tutor,
while the younger student serves as the tutee. The older and younger students'
skill levels may be fairly similar, with the relationship being one of cooperative
or expert engagement. Tutors help to model right behavior, ask questions, and
promote better study habits (Gaustad, 1993).

3. Class-wide peer tutoring

This is based on reciprocal peer tutoring and group reinforcement, in which a
full classroom or students actively participates in the process of
simultaneously acquiring and practicing basic academic abilities (Gaustad,
1993)

Benefits of Peer Tutoring

 Learners perceive tutors who are their peers since they are cognitively
and socially connected.
  It is a successful method of Enhancing student achievement,
particularly for students who are at risk of dropping out or who have
been identified as having poker academic learning performance.
 Many kids perform better in brief and structured peer tutoring
programs.
 Students benefit academically from practice and in peer language that
is understandable to them.
 It improves tutor-tutee discipline, self-esteem, cooperation, and peer
relationships.

Guidelines in conducting peer tutoring

a. Determine the learner’s individual skill for each subject that requires
development.
b. Create a schedule for the peer tutoring activity and identify tutors and tutees
ahead of time.
c. Provide explicit instructions on what and how to execute the identified activity,
who to tutor, and how to deal with the tutee. The teacher must effectively guide
and monitor tutors.
d. Prior to the activity, identify specific learning activities, supplies, and proper
tutoring behavior.
e. If necessary, create individual modules and worksheets for pupils.
f. Plan learning assignments that begin at the learners’ basic level of ability and
progress to more advanced ones.
g. Provide tutoring activity feedback and keep a record of the student’s activities.

Subject Reading Mathematics Spelling

Date & Time Tuesday Wednesday Thursday
4:00-4:30 PM 4:00-4:30 PM
Learning Task Improve reading of Mastery of the Spell words
sight words and Multiplication facts correctly. (Set 4
vocabulary (Table 3) Long a : a-e pattern)
(Set 2).
Tutor Annie (Gr. 3) Jesse (Gr. 3) Beth (Gr. 2)
Tutee Ken (Gr. 1) Trex (Gr. 2) Trex (Gr. 2)
Materials Envelope: Envelope: Envelope:
-word cards of sight -flashcards -word cards with
words pictures (e.g. gate)
-lego blocks
-cut-out letters
-tutee’s worksheet
 -tutee’s worksheet -words cards with
missing letters of
the word

-tutee’s worksheet
Procedure -Present the peer Present the peer -Present the peer
tutoring routines to tutoring routines to tutoring routines to
be followed. be followed. be followed.

-Review the -Present the -Present the word

phonetic sounds of multiplication fact card with the
the letters. of table 3 (e.g. picture of the word.
2x3=6).
-Present the sight -Explain the
words. -Illustrate the meaning of the
multiplication word.
-Say the clearly the concept using the
phonetic sound of lego blocks (2 -Say the word to be
every letter in the groups of 3 lego spelled.
word. blocks).
-Spell every letter if
-Let the tutee -Let the tutee the word.
say/read the word. complete the
-Say “very good” if multiplication table -Say the word
the tutee reads the 3 facts in the again.
word correctly; if worksheet.
not read correctly -Use the cut-out
by the tutee, sat the -Proceed to the next letters to spell the
word again. multiplication word.
concept.
-Repeat the process. -Use the word cards
with missing letters.
-In the work-sheet,
check the words -Proceed to the next
that are correctly word.
read.

-Let the tutee read

the sight words in
Set 2.
Feedback/ -Fill out the -Let the tutee -Let the tutee
Assessment worksheet. answer the activity answer the activity
in the worksheet. in the worksheet.
 -Count the numbers
of sight words read -Describe how the -Describe how the
correctly by the peer tutoring went peer tutoring went
tutee. through. through.

-Describe how the

peer tutoring went
through.

LESSON 6 SELF-DIRECTED LEARNING

LET’S BEGIN
Read the statement below.

We frequently hear statements like these from multigrade teachers.

“Alexa completes assigned work independently and with the greater self-motivation. “

“Pat is highly motivated to complete specified assignments and takes ownership of his or her own learning
activities. “

“Noel takes pride in performing specific tasks with ease and proficiency. “

WE ARE ON OUR WAY

1. How can the teacher keep independent learners’ curiosity and enthusiasm alive in
the classroom?
2. What is the current strategy for meeting the needs of independent learners?

LET’S DIG DEEPER

Self-directed learning is defined by Wallace et al (2001) as a process in which individuals,

with or without the assistance of others, take the initiative in diagnosing their learning
needs, formulating learning goals, identifying human and material resources for
learning, selecting and implementing appropriate learning strategies, and evaluating
learning outcomes. In other words, self-directed learning occurs when students engage
in activities on their own.
 Educators think that students may be in charge of their own learning. Multigrade
learners are encouraged to monitor their learning by expressing precisely what they have
learned, how they have learned, and what they need to do in order to widen their learning
(Taole and Cornish, 2017). Self-directed learning necessitates learners who are entirely
focused, self-confident, and goal-oriented, and who can accept responsibility for
initiating and completing a task. Modules and other comparable tools are used in the
classroom.

Self-directed learning in multigrade classrooms encourages students to take

responsibility for their own learning. Self-directed learning imparts independent
working skills. Self-directed learning also assists students in becoming self-regulated,
strategic learners. Learners can determine their learning styles since they can see which
method of learning works best for them. Learners are assisted in working independently
or with minimal assistance from the teacher.
Self-directed learning can present a variety of activities such as creative art and play,
simple science and math projects, portfolios, writing a story, and song.

Guidelines in Conducting Self-directed Learning:

a. The teacher establishes high expectations.
b. The teacher keeps students on track.
c. Activity sheets or modules are developed in a step-by-step method using simple
language to ensure the learners’ independent learning.
d. The materials have been carefully chosen and are ready for use.
e. Enough time is given to the students to complete the activity.

LESSON 7 CENTER-BASED LEARNING AND MULTIPLE INTELLIGENCE

LET’S BEGIN
Mr. Reyes’ lesson is about Mt. Everest, the highest mountain in the world. She has
prepared many ways to convey the lesson to the class, keeping in mind the varying
learning styles of her students. Read over the fascinating activities listed below and assist
her in deciding which one suits you well. You can rank the activities from 1 to 9, with 1
being your favorite and 9 being your least favorite.
Topic: Mt. Everest
Item Engagement Activity Your Choice
A A paragraph about the
world’s highest peak

Mt. Everest is the subject of

a song and a music video.
B Mt. Everest is the subject of
a song and a music video.
C An illustration/video
depicting the height of Mt.
Everest, along with
mathematical calculations
for its height, base, and
other measurements.
D Famous Mt. Everest
paintings by various artists.
E A film depicting the
natural and scenic
grandeur of Mt. Everest’s
surroundings.
F A video about
mountaineering,
backcountry camping, and
mountain climbing on
Mount Everest.
G A story based on mountain
climber’s personal
experience on Mt. Everest.
H A vision-mission statement
from several
groups/associations of Mt.
Everest mountain climbers.
I An essay on Mt. Everest’s
role in nature and the
existence of man
Lesson 1 Lesson Designing in Multigrade Teaching
LET’S BEGIN
Read the story below depicting two new multigrade teachers engaged in a
conversation.

Teacher 1: I'm terrified of my new teaching assignment in a multigrade class. I'm

feeling overwhelmed by the tasks that lie ahead of me.

Teacher 2: I'm feeling exactly the same way. Despite my positive internship
experiences, I am not sure in my ability to handle the vast responsibilities of being a
multigrade teacher, particularly in the creation of lesson designs.

Teacher 1: I don't think I'm very good at lesson designing.

Teacher 2: I'm curious, what exactly is a lesson design in a multigrade class? Is it

going to make it easier for me to start teaching?

WE ARE ON OUR WAY

1. Describe the dilemma of the two new multigrade teachers.

2. What is your feeling about their dilemma?

3. If you were the multigrade teachers, what are your perspectives toward multigrade
teaching,in general, and lesson designing, in particular?

4. What would make it easier for you to begin teaching in multigrade class?

LET'S DIG DEEPER

A lesson design is a blueprint for the teacher or a template for facilitating a
lesson. It is the major pillar of the educational structure and the center of learning
(Mastropieri & Scruggs, 2007).

According to Nesari and Heidan, 2014, it contains the objectives (what students
in each grade level should learn), how the objectives will be fulfilled the method of
delivery and procedure), and a methodology to assess how well the objectives were met
(assessment). One of the most important aspects of the educational process is the lesson
design or plan.

A multigrade lesson design consists of details pertaining to the lesson, the

outcomes that will be addressed methods that will be used which involve
differentiation and groupings, and the materials and activities that will be included to
engage and assess the students.

Lesson designing is at the heart of effective teaching. It is a creative process that

allows the teacher to map out curriculum goals into skills and tasks (Posner, 2003). It
ensures continuity of learning and the integration of skills and knowledge across the
multigrade curriculum. Further, it serves as a tool for evaluation for students’
performance as well as the effectiveness of the methodology, materials and instructional
approaches utilized. In other words, careful lesson designing leads to an effective
Multigrade learning environment.

Benefits of Effective Lesson Designing

 It organizes the thoughts of the teacher and coordinates his/her ideas well which
facilitates good teaching and learning. It equips the teacher with the general
outlines of the goals and the resources needed to achieve them.
 Because the activities and materials are prepared and properly sequenced, it
saves energy for both the teacher and the students. As a result, it completes
expected tasks for both students and teachers and develops a sense of order
among learners.
 It allows the teacher to spend less time in class flipping through the textbook,
worrying about what to do next, or rushing to make photocopies. To encourage
students to participate in activities, time is being maximized.
 It improves achievement and increases the likelihood of providing. meaningful
experiences to students.
 It gives the teacher the confidence to teach hence, facilitates happy and
productive learning.

Multigrade teachers must plan meticulously. Lesson designs, curriculum guides,

budget of work, and timetables are planning materials that assist teachers in preparing
ahead of time to ensure that all essential competencies are covered. Lesson planning for
multigrade teachers should be flexible and imaginative.
Lesson 2 Format and Parts of Lesson Designs
LET'S BEGIN
A new multigrade teacher frequently struggles on how to construct lesson
designs for the unique moltigrade setup. These are his or her common questions:

"How shall I prepare lesson designs in a multigrade setting?”

“What grade level will be my focus?"

"How shall I integrate the cognitive, psychomotor and affective domains in a

holistic plan?”

“With two or three grade levels in a class, can I finish my lesson within the time
provided?”

"What will my lesson design look like?"

WE ARE ON OUR WAY

1. As a multigrade teacher, how will you create holistic lesson designs that connect to
the diversity of your students' life experiences?

2. What elements might make it easier for you to start teaching?

LET'S DIG DEEPER

In a multigrade classroom, a teacher's day is filled with planning. Effective
teachers devote time to creating lesson designs as part of their job. These are the
questions to consider in preparing Multigrade lesson design.
1. Learning Objectives:

 What do I want the students to learn and be able to do at the end of class?
2. Students:

 What are the academic, social, physical, personal, and emotional needs of
my students in different grade levels?
3. Materials:

 What instructional materials and resources do I need for the lesson to be

successful?
 What are the indigenous materials available in the community?
 4. Strategies:

 Which teaching strategies will help my students learn the most?

 What activities will the students participate in?
 Do the activities allow for differentiation so that students can approach it
at different levels and in different ways?
 How will I make it flexible in the event of unforeseen circumstances?

5. Grouping:

 Should I group in a heterogeneous or homogeneous manner?

 What should be the size of my groups?
6. Assessment:

 Did my students understand?

 What will be my methods of evaluating their learning?
 What are the appropriate differentiated tasks for the students?
 What didn't go as planned? What am I going to do differently next time?

In writing a lesson design, there are several parts to look into.

Parts of a Lesson Design
I. Intended Learning Outcomes

Before the teacher begins planning, he/she must first determine the lesson's
learning objectives. The Intended Learning Outcomes are statements that outline what
the learner will eventually be able to demonstrate (cognitive, affective and
psychomotor) as a result of the learning engagement. The learning objectives have the
following characteristics:

Characteristics Description
Specific Describe the specific and clear objectives
without using complicated language.
Measurable Can be displayed in tangible way; can be
assessed; outcome and quality of
accomplished can be observed.
Attainable Can be completed with the time frame
specified, and sufficient resources are
available.
Result Oriented/Relevant Is relevant and must be connected to the
student’s life experiences.
Time-bound Can be completed in a given time frame.
 In summary, objectives indicate a) what the learner should be able to accomplish
(performance), b) the circumstances under which the doing will happen (condition),
and c) the standards by which the performance will be rated (acceptable performance).

II. Learning Content

Learning content must fully cover what are essential, thus a balance in content
and values, significant to the varying needs and developmental stages of the multigrade
students, and can be carried out in the right amount of time.

In writing learning content, it includes the subject matter/content, value that can
be integrated, variety of resources/references and lesson materials that teachers can use
to enhance learning outcomes and create interactive, interesting, and engaging learning
activities.

Subject Matter/Content The topic or lesson at hand

Value Integration The appropriate value that can be
developed or integrated in the lesson.
Materials The supplies and resources that are
available and used in the lesson.
References The books and on-line resources used.

III. Learning Experience

This includes a variety of instructional methods, both traditional and authentic

learning. Learning experiences guide students toward content engagement and assist
them un learning new skills. Below are the different strategies that can be applied in
Multigrade class.

Strategies Whole Class Teaching

Group Teaching
Cooperative Learning
Peer Teaching
Teaching Different Concepts
Self-directed Learning
Center-Based Learning
Project-Based Learning
Assessment Summative/Formative Assessment
Authentic Assessment
-This includes the Rubrics which are the
criteria and standards that will be used to
make evaluation decisions of the tasks or
outputs.
Formats of Lesson Designs
1. Johann Friedrich Herbart Steps

The J. F. Herbart’s instructional ideas which were particular applicable to

instruction had a strong influence on late-nineteenth-century teaching practices,
particularly in the United States where educational leaders founded the National
Herbart Society in 1895 (Kim, 2009).

Preparation A technique for motivating student’s

interest in a subject by connecting new
materials to be learned with relevant
prior ideas or experiences.
Presentation Introducing new material through the use
of real-world objects or experiences.
Association A through integration of the new idea
through comparison with previous ideas
and consideration of similarities and
differences in order to construct the new
idea in the mind.
Generalization A procedure that is especially important
in education and is intended to develop
the mind beyond the level of
comprehension and the concrete.
Application This refers to applying newly learned
concepts to one’s own experiences.
Recapitulation/Evaluation This step is designed for teachers to
determine whether students have
grasped the material by reviewing a
lesson or assigning tasks to the students.

2. 5 As

This four-phase structure is based on Kolb’s Experiential Learning Theory, which

aims to educate students holistically. Learning is the process by which knowledge is
created by transforming experience (Kolb, 1984).

Activity Activating students’ prior knowledge or

relevant experience in relation to the
lesson.
Analysis Providing new material and students
should be learning or gaining it through
observation and reflection.
 Abstraction This relates to the development of
abstract concepts (analysis) and
generalizations.
Application Putting what students have learned into
practice or applying what they’ve learned
in the actual world.
Assessment Measuring and documenting the
academic preparedness, learning
progress, skill development or
educational needs of students.

3. 3 Is

This format refers to the fundamental steps in supporting teaching and learning.

Introduction Engaging the students’ interest and focus

on the student’s attention on the lesson
and its aims.
Interaction Introducing new information with
student’s input or interaction.
Integration Providing opportunities for students to
apply information to personal contexts –
This increases retention by personalizing
information.

4. 5 Es
This well-known teaching structure includes the progressive stages of learning
which guides the teaching of units, lessons or programs particularly in science and
mathematics.

Engagement Presenting an activity or exercises that

engages students stimulates their
curiosity, and allows them to share what
they already know about the subject.

Assisting pupils in developing

connections between existing knowledge
and new ideas given in the lesson or unit.
Exploration Students are carrying out hands-on
activities such as experiments or other
 interactions with the material to gain a
better understanding of the topic.
Explanation Supporting the students as they attempt
to explain what they have learned and
experienced.
Elaboration Putting what they have learned to use in
new situations to enhance their skills.
Evaluation Reflecting on and demonstrating their
new understanding of the material.

5. 4Ps

This four-step format is appropriate for skill acquisition in physical education,

music, and art.

Preparation Clearly conveying their past

understanding of the day’s lesson.
Presentation Discussing the topic or demonstrating the
competence.
Practice Allowing students time to practice and
perfect the activities that have been
assigned to them.
Performance Demonstrating the newly gained skill to
use.
Lesson 3 Sample Lesson Designs
LET'S BEGIN
Questions of beginning multigrade teachers:

 What are the formats of detailed lesson designs in Multigrade teaching?

 Are these lesson designs catering to the needs of the diverse students?
 How is it done?

WE ARE ON OUR WAY

Beginning multigrade teachers find it difficult to prepare an avalanche of lesson
designs especially once the first year of teaching begins.

LET'S DIG DEEPER

The format of lesson designs in multigrade classes varies by country, as it does
with all planning. Many school districts in the Philippines give daily lesson plans, while
others enable teachers to create their own structure. There are a variety of methods and
formats that are suited for multigrade teaching. Sample lesson designs, regardless of
format, serve as models for how to plan individual lessons. All of these lesson designs
are learner-centered, using the senses and multiple intelligences, dynamically engaging,
and relating to the diverse learners' experiences.

Below are sample lesson designs in multigrade teaching.

1. Whole Class Teaching
MALABALANGHAY ARALIN SA SIBIKA AT KULTURA 1, 2 & 3 Multigrade

I. Layunin
Sa tulong ng mga iba't ibang gawain, ang mga mag-aaral ay inaasahang
makapaggagawa sa mga sumusunod na may 85% kawastuhan: