ELEC- Teaching

multi-grade
process
What are multi-grade
classes
THE NATURE OF A MULTI-
GRADE SCHOOL

 GRADING
Grading, as a means of separating groups
of students, was probably introduced in the
1800s. The grade, then, quickly became the unit
of organization in the school, or any educational
institution. As a way of determining when a child
was ready to move on, and as one of the
indicators of curricular achievement, grade
levels were tied to age.
One class comprises students at one grade
level. However one grade level, depending on
the size of the school, may have several
classes, all of which belong to the same grade
level, although not all students may perform at
the same level of competence. 2
 What is a multi-grade class?

• Multi-grade teaching occurs in primary education when a

teacher has two teach two or more primary school student
grades in the same class.
• More general term and probably more accurate is that multi-
grade teaching refers to the teaching of students of different
ages, grades and abilities in the same group.
• In this single class, students may, or may not, be of different
ages, but they learn and work at different levels of competence.
They are also called split grade classes, or double grade
classes.
• In some places, multi-grade teaching is regarded as
“Alternative Education”, or multigrade classes are regarded as
“Combination Classes”.
• Traditionally multi-grade classes most aptly describe the split
grade or double grade, classes. In these classes teachers are
required to teach more than one curriculum simultaneously.
• As in all learning environments, students bring a great diversity 3

to these classes.
 Activity 1
Direction: In your words, define Multi-grade Class. Use the graphic
organizer below.

4
The following list reflects some of the diversities found among
students, and which need to be appreciated by teachers:
1.Age
2. Ability
3. Developmental level
4. Background
5. Experience
6. Motivation
7. Interest
5
6
Where are they found?
Multi-grade classes tend to be associated with the
“developing countries”, but they are also found in other
countries across the world.

Some places in which they are found are Peru, Sri

Lanka, Norway, Vietnam, England, France, the
Caribbean, India, the United States, New Zealand,
Columbia and Samoa. These classes exist for a wide
variety of reasons.
7
Why they Exist?
1. Most schools with multi-grade classes do not
have the adequate resources they need to hire
additional teachers, or build additional
classrooms.
2. They lack essential support personnel, such as
janitors or administrative staff, and are unable to
buy materials or equipment, such as overhead
projectors, computers or photocopying machines.
3. For example multi-grade classes in India, allow
girls the flexibility to continue their social
traditions by doing kadai and zardosi 8

(needlework).
Why they Exist?
4. In many countries, cultural practices require
children to perform domestic and agricultural
chores, such as caring for the elderly or younger
siblings.
5. Frequently multi-grade teaching is required not
by choice but through force of circumstances.

9
Where did the idea of MG schools
come from?

• Multi-grade schools were actually the first kind of schools in

North America.
• The one room school house was the most common model of
formal educational programs for elementary children before the
1800’s until the Industrial revolution brought large scale
urbanization and other changes in the countries of North
America.
• Multi-grade classes tend to be associated with the developing
countries, but they are also found in other countries across the
world.
• Some place in which they are found are Peru, Sri Lanka,
Norway, Vietnam, England, France, the Caribbean, India, the 10

United States, New Zealand, Columbia and Samoa.

Write an essay that says “Why multi-
grade classes exist”

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THANK YOU!

Ma’am Stephanie